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INTERACTIVE VIDEO: AN APPROACH FOR TEACHING
QUALITATIVE MOVEMENT ANALYSIS
OF THE OVERHAND THROW
by
Kathy S. Eddleman
Thesis submitted to the faculty of the Virginia
Polytechnic Institute and state University
in partial fulfillment of the requirements for the
degree of
MASTER OF SCIENCE in EDUCATION
in
Health and Physical Education
APPROVED:
Graham Ronald R. Bos
August, 1987
Blacksburg, Virginia
Ll::J Sc:'~~
v f!SC
/ri'i £ 3!J-Y
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INTERACTIVE VIDEO: AN APPROACH FOR TEACHING
QUALITATIVE MOVEMENT ANALYSIS
OF THE OVERHAND THROW
by
Kathy S. Eddleman
Richard K. Stratton, Chairman
(ABSTRACT)
The purpose of this investigation was to develop and
test the effectiveness of an interactive video program for
training in qualitative movement analysis. Students (n=24)
from an intact elementary physical education methods class
were trained to identify four qualitative standards
associated with the mature performance of the overhand
throw. Subjects were matched on the basis of pretest scores
and assigned to receive either interactive video
instruction, videotaped instruction, or no instruction. The
results from an ANCOVA were significant indicating a
difference between groups. Duncan's multiple range test
results showed that the interactive video and videotaped
instructional methods were superior to no training but there
were no significant differences between groups receiving
instruction. The findings from this investigation support
the conclusion that the application of interactive video
instruction to qualitative movement analysis is an
effective strategy although it is not superior to video
taped instruction. However, its application may be
beneficial in mass instruction.
Acknowledgements
This research was conducted with corroboration of many.
I wish to thank the members of my committee, Dr. stratton,
Dr. Graham, Dr. Metzler and Dr. Bos for their continual
guidance and support throughout this project. ,
I am sincerely grateful to: Kathryn L. Beranich for the
many hours she volunteered in shooting, editing and
producing quality videotapes; Dr. Kathleen A. Brehony,
President of the Media Works, Incorporated for the use of
her facilities and equipment; Lois Adkins, Cheryl Nicely and
the 3rd graders of Fallon Park Elementary who allowed me to
come into their school; the subjects who graciously
volunteered to participate in this research and my friends
for their love and support.
I am also appreciative of the grant made to me by the
College of Education, Virginia Polytechnic Institution and
state University.
iv
Table of contents
Chapter 1
statement of the problem
Purpose.
Significance of the study.
Delimitations.
Limitations.
Definitions.
Basic assumptions.
Summary.
Chapter 2
Intra-task skill development
Research in movement analysis.
Interactive video technology
Summary.
Chapter 3
Subjects
Equipment.
Procedures
Data analysis.
Chapter 4
Results.
Chapter 5
Summary & conclusions.
References.
vita.
v
1
6
7
7
8
9
9
10
11
13
13
16
20
27
31
31
31
32
55
57
57
64
64
68
222
Appendix A: Figures. . . . · · · · · · · · · · · · . . 74
Appendix B: Overhand Throw Lesson. · · · · · · · · . . 78
Appendix C: Approval/Request Forsm · · · · · · 113
Appendix D: Informed Consent · · · · · · · 117
Appendix E: Interactive Video Training Manual. 120
Appendix F: written Materials. · · · · 145
Appendix G: Testing ManU:al · · · · · · · · · · 150
Appendix H: Test Booklet . · · · · · · · · · · · · 216
vi
Table 1:
Table 2:
Table 3:
Table 4:
Table 5:
Table 6:
Table 7:
Table 8:
Table 9:
List of Tables
Side Orientation
Arm Extension
Weight Transfer
Hip to Shoulder Rotation
Page content form
Video Tape Log for the Overhand Throw
TECPEP Overhand Throw Observation Guidelines
Matched Pretest Scores and Treatment Assignments
Mean and Standard Deviation by Groups
Table 10: ANCOVA Summary
Table 11: Duncan's Multiple Range Test Summary
vii
List of Figures
Figure la: Interactive video main menu selections.
Figure Ib: Interactive video option menu selection for the
video mode.
Figure lc: Interactive video option menu for the text mode.
viii
Chapter 1
Introduction
Kinesiology, the study of human movement, has
contributed to knowledge and research in physical
education. A primary example has been in movement analysis.
Technological capabilities like cinematography,
electromyography and electrogoniometry often employed by the
kinesiologist have been influential in the study of
movement. Take for example throwing. For nearly sixty
years, it has been investigated using these techniques
producing evidence and verification of throwing patterns
(Branta, Haubenstricker & Seefeldt, 1984; Halverson,
Roberton and Langendofer, 1982; Roberton, 1977; Roberton,
1978; Roberton, Williams & Langendofer, 1980; Wild, 1938).
Thus, the conceptualization of developmental motor skill
sequences has emerged (see Branta, Haubenstricker &
Seefeldt, 1984).
Today, researchers and teachers practice two methods of
movement analysis. They are quantitative and qualitative
analysis. These methods differ in that one produces a more
objective form of evaluation (Kreighbaum & Bartheis, 1981).
The focus of quantitative analysis is on the objective
elements of the performance such as distance or speed and
1
2
is usually measured in numeric terms (e.g., feet, seconds);
thus SUbjective evaluation is lessened (Kreighbaum &
Bartheis, 1981). According to Branta, Haubenstricker, &
Seefeldt (1984) this methodology has been popular since the
early 1900's and has contributed to the establishment of
"normative ages and percentiles of performance" (p.468). It
has also provided support for "the concept of developmental
motor skill sequences" (p.468).
Qualitative movement analysis is concerned with the
"quality" of the progression of movement. This type of
analysis is a more subjective evaluation and is based on the
visual inspection of the pattern of movement. wild's
research in 1938 laid the groundwork for this methodology.
Through cinematography she analyzed the overhand throwing
patterns of boys and girls every six months from ages 2 to 7
and at yearly intervals from 7 to 12 years. Four patterns
of throwing were identified which included descriptive
information related to body features (e.g., whole body
movement, foot placement, follow through). Since Wild,
others have verified the developmental patterns of throwing
(Branta, Haubenstricker, & Seefeldt, 1984; Halverson,
Roberton & Langendorfer, 1982; Roberton, 1977, Roberton,
Williams & Langendorfer, 1980).
3
For the researcher, both methods of movement analysis
have been used to identify the developmental sequence of
motor skill progression (Roberton, 1978; Seefeldt &
Haubenstricker, 1982). Most studies have conceptualized the
intra-task skill progression in terms of a total body
configuration approach. Proponents (see Branta &
Haubenstricker Seefeldt, 1984) of this approach believe that
progression occurs along a continuum ranging from immature
patterns to mature "stages." A more specific component
approach is proposed by Roberton (1978). She argues that
skills are better classified according to "components" and
contends "stages" only exist at the component level. Based
on the work of Wild, Roberton has proposed 25 stages of
throwing (see Thomas, 1986). To date, only the total body
configuration approach has been implemented in large scale
field studies involving throwing (Graham & Metzler, 1985;
Resuchlein & Vogel , 1984) while the components approach has
been validated for the hop and skip (Jenkot, 1986).
For the practicing teacher, quantitative and
qualitative forms of motor skill analysis are used to
evaluate student performance. Of the two, Hay (1973) feels
that qualitative analysis "is without question the most
important analytical tool used" (p. 42, Hoffman 1977).
4
In agreement with Hay, Hoffman (1977) argues that physical
education students are inadequately prepared for this type
of movement analysis. He states:
The fundamental consideration of how, why and under what condition the physical education teacher analyzes movement have been ignored. As a result, the gap between what teachers need to know about movement and what they are being taught in undergraduate kinesiology is enormous (p. 41).
Hoffman and Sembiante (1975) compared the observational
ability of physical education teachers with those of
softball players and coaches. The results showed softball
players scored significantly higher than trained physical
education teachers. In another study, Biscan and Hoffman
(1976) found that classroom teachers were able to analyze
movement as well as undergraduate physical education majors
and teachers of physical education. These investigations
appear to support Hoffman's claim that teachers are not
being adequately prepared in qualitative analysis although
more recent investigations support the notion that training
in observational analysis improves performance (Bayless,
1981; Morrison & Reeve, 1985).
The term "observational" analysis has been used to
describe the process of motor skill evaluation used by
teachers and physical education students. This process
5
has long been recognized as an essential pedagogical skill
in the teaching of movement (Barrett, 1979ai Biscan &
Hoffman, 1976, Hoffman 1977; Thomas, 1986). It has been
suggested that skill in observational analysis demands a
knowledge of movement and its component parts combined with
accurate perceptions of that movement (Barrett, 1979b).
According to Logsdon et al , (1984), observational
skills result from training and can be improved with
practice and experience. This training might occur through
simulated and clinical experiences to inspect and recognize
abnormalities in the movement patterns of children (Hoffman,
1977). Recent investigations have provided support for this
idea through the use of videotaped instruction (Bayless,
1981; Morrison & Reeve, 1985).
A relatively new educational tool which is gaining
acceptance in training is interactive video technology
(Floyd & Floyd, 1982). Combining computer technology with a
video cassette recorder, interactive video has been
described as the lIintelligent video system ll for its ability
to store limitless patterns of instruction and provide a
variety of instructional options (e.g., drill and practice,
simulation) (Martorella, 1983). Interactive video is unlike
traditional linear videotaped instruction in that the
6
"sequence and selection of messages is determined by the
user's response to the material" (Floyd & Floyd, 1982, p.2).
However it has not been found to be superior to traditional
training practices (Floyd & Floyd, 1982)
statement of the Problem
There is little empirical evidence to support the
application of interactive video training in physical
education although there have been several endorsements of
its efficacy as an instructional tool (Hannafin, 1984).
Advocates for its use in applied training settings (Howe,
1984 ; Floyd & Floyd, 1982) report success in
cardiopulmonary resuscitation, bank teller training and
flight training (see Appendix: Case studies in interactive
video in Floyd & Floyd, 1982). A common element among these
studies relates to the information that is communicated to
the learner.
In cardiopulmonary resuscitation (CPR) training;
subjects learned a standardized set of procedures which were
to be followed with little variance. In the bank teller and
flight training studies, subjects were also required to
learn specified procedures, as well as, factual information.
In all cases, there was evidence that the content of the
interactive training could be learned. Therefore, if one
assumes that the developmental sequence of movement (whether
7
viewed from a "stage" or "component" perspective) is stable,
interactive video may be applicable to qualitative movement
analysis training in physical education. Currently, its use
has not been documented.
Purpose
The primary purpose of this study was to develop an
interactive video training program for identifying
qualitative standards associated with the mature performance
of the overhand throw. A secondary purpose was to test the
effectiveness of the interactive video training in relation
to videotape training and no training. It was hypothesized
that there would be no difference in the ability to identify
selected qualitative aspects of the overhand throw between
groups receiving interactive video training, videotape
training and no training.
Significance of the Study
If interactive training is an effective method of
teaching qualitative movement analysis then more
opportunities for training may occur through its use. This
method of training, although not superior to traditional
methods (Floyd & Fl~yd, 1982), may offer alternatives such
as mass training. Limitless patterns of instruction may be
created and stored on a computer disk which focus on the
8
stable developmental sequences of movement. These programs
of instruction may then be accessed by the student in the
absence of supervision potentially increasing the number of
students who receive training.
Barrett (1979a) found that planning was the first step
in observation training. She argues that initially it must
be decided what to look for because without it there is a
tendency to miss more that what is seen. Interactive
training may offer the opportunity for student to plan for
observation by learning to identify the key aspects of the
movement under observation. By teaching students what to
look for and increasing the opportunities for qualitative
analysis, proficiency may be achieved in the initial
development of observational ability.
Delimitations
The following delimitations were imposed by the
investigator in order to conduct this investigation.
1. Performances of the overhand throw were executed by
third grade students which were videotaped and used in
training and testing phases of this study.
2. Movement analysis criteria were confined to four
qualitative standards adapted from the Michigan Educational
Assessment Program.
9
Limitations
This study was conducted under the following
limitations:
1. Subjects indicated experience and courses which
may have affected their performance.
2. Data collection occurred during the summer which
did not permit follow-up testing.
3. Interactive video training was limited to
skill, close-up and real time Performances of the overhand
throw.
4. The ability to make observational assessments
via interactive video may not be generalized to an actual
teaching situation.
Definitions
INTERACTIVE VIDEO is a learner controlled technology
involving the systematic manipulation of video scenes
and text information via computer.
INTERACTIVE VIDEO TRAINING is a treatment condition in
this study in which subject matter was self-taught via
computer with video tape accessibility.
NO TRAINING is a treatment condition used in this study
where subjects did not receive any instruction but were
pre and post tested.
10
OVERHAND THROW involves the use of the hand to project
an object away from the body in an explosive overarm
pattern.
QUALITATIVE MOVEMENT ANALYSIS is a technique of motor
skill analysis in which the quality of the movement
pattern is visually inspected by an observer. It is a
more subjective form of evaluation.
QUANTITATIVE MOVEMENT ANALYSIS is a form of movement
analysis where the outcome of the performance is
objectively evaluated based on a standard (usually
numeric).
VIDEOTAPE TRAINING is a treatment condition used in
this study in which information was delivered to
subjects via an instructor utilizing handouts,
videotape samples and discussion.
Basic Assumptions
1. It was assumed that training on an interactive
video system was a novel task to subjects participating in
this study.
2. It was assumed that the developmental sequences
of throwing occur in a series of stages that could be
identified through videotape playback.
3. It was assumed that teaching involves the
process of qualitative analysis of 'students' motor
performance.
11
Summary
Kinesiology has made significant contributions to the
study of human movement, particularly in movement analysis.
Quantitative and qualitative methods have been employed
which have contributed to the evaluation of movement based
on movement outcome and intra-task skill progression.
The two approaches which describe the intra-task
progression support the assumption that development occurs
in an orderly, sequential manner. A total body
configuration approach conceptualized the sequence as
ranging from immature patterns to mature stages. The
components approach identifies stages within components
creating a more descriptive evaluation.
The overhand throw has been studied extensively using
both approaches. The developmental sequence from a total
body configuration perspective qualitatively identifies a
mature stage of throwing as consisting of 4 or 5 key aspects
of the pattern. The components approach describes a mature
throwing pattern as 25 stages within 4 components. In this
investigation, a total body configuration approach was
adopted.
Qualitative analysis has been described as the most
important analytical tool for practicing teachers (cited in
Hoffman, 1977). Hoffman (1977) has argued that this type of
12
analysis has not been taught adequately to students of
physical education. More recent studies (Bayless, 1981;
Morrison & Reeve, 1985) indicate that qualitative analytic
ability can be improved through practice and videotape
training.
One method of training relatively unexplored in
physical education is the use of interactive video.
Although its use has not been documented, there is reason to
believe it may be applied in qualitative movement analysis
training.
Chapter 2
Review of Related Literature
A review of related literature was performed to
identify current research conducted in the areas of motor
skill assessment, training in movement (observational)
analysis, and the development and efficacy of interactive
video technology. This chapter is divided into three
sections which will discuss each of the aforementioned
areas.
Intra-task skill development
Williams (1983) defines intra-task sequences as
••• changes that take place in individual body actions that
occur during the acquisition of single motor skills" (cited
in Jenkot, 1986 p.ll). The work of wild (1938) laid the
foundation for intra-task skill development sequences.
Through the use of cinematography, she studied children
performing the overhand throw then identified four patterns.
These patterns have been basic to the present
conceptualization of developmental sequences in throwing.
Intra-task sequences are identified through two
methods: total body configuration and component sequences.
However, only the total body configuration approach has been
used to assess the performance of the overhand throw in
13
14
large scale field studies (Graham & Metzler, 1985:
Reuschlein & Vogel, 1984).
In 1984, the Michigan Educational Assessment Project
(MEAP) reported evidence to support the total configuration
approach for assessing motor development of special and
regular education students in physical education. Children
were assessed to determine the extent to which they were
mastering basic motor skills. Special and regular education
students were selected from grades four (4), seven (7) and
ten (10). The investigation incorporated both quantitative
and qualitative measures indicating that overall
performances at each grade level were lower than a pre
established (75%) attainment rate. As a result,
conclusions were directed toward a recommendation for change
in the delivery of physical education and/or the performance
expectations (Reuschlein & Vogel, 1984).
Graham and Metzler (1985) proposed a longitudinal
study, "Teacher Effectiveness in Children's Physical
Education Project", (TECPEP), of elementary school children.
The purpose was to determine "the impact (or lack of impact)
teachers and programs have over a period of years on a
variety of ecologically valid measures" (p. 6). One measure
incorporated was motor skill improvement in which basic
motor skills (i.e., throwing, catching, kicking, and
15
striking/batting) were evaluated using quantitative and
qualitative techniques. For example, the throwing task
required students to throw a softball ball at a target (6
ft. diameter) using an overarm pattern from a distance of
40 feet. The quantitative measure was determined by
recording whether the ball hit the target or not in three
trials. The qualitative measure was determined by analyzing
four key aspects identified as representing a mature stage
in throwing. They were: (a) side orientation, (b) arm
extension, (c) weight transfer, and (d) sequential hip to
shoulder rotation (see MEAP, Physical Education Film
Training Manual , 1984-85 for a complete description of each
aspect) •
Jenkot (1986) conducted a study to investigate the
feasibility of a large scale implementation of the component
approach. She videotaped children in kindergarten through
grade three performing fundamental motor skills (i.e., hop
and skip). Coders were trained to use the component
approach for qualitative analysis of these motor skills.
Reliability was found to be maintained throughout the study
with the exception of one component, the hop-arms. It was
concluded that the component approach would be feasible in
the assessment of hopping and skipping on a large scale.
16
Research in movement analysis
It has been stated that one aspect of teaching is the
ability to make accurate and perceptive observations of
children's responses to motor task problems (Logsdon et al ,
1984). It is through this process, observational analysis,
that teachers become aware of motor performance information.
Brown (1982) suggests that teachers should develop the
ability to observe in order to answer the questions of "how"
in skilled movement.
In order to answer these questions, Barrett (1979b)
suggests a process involving the observation of movement, as
well as, skill in the ability to analyze the movement. She
states that the analysis of movement has received more
attention in the literature than the skill of observation.
Her findings imply that training protocol should include
instruction in what to look for in addition to where to
look.
competence and training in skill analysis.
Biscan and Hoffman (1976) conducted an
investigation to determine whether physical education
teachers and students possessed a special facility for skill
in movement analysis. Three groups of volunteers (veteran
physical education teachers, undergraduate biomechanic
students and classroom teachers) viewed 2 identical
17
cartwheels, followed by 10 different ones. The same
procedure was followed for a novel task. The results
indicated that physical education teachers and students had
an advantage over the classroom teachers when they were
familiar with the task. However, no differences were found
in the novel task. It was concluded that physical education
training did not confer a generic ability to analyze
movement. This finding is consistent with Barrett's (1979a)
conclusion that skill in observational analysis must include
planning. The superior performance of the physical
education student and teachers when the task was familiar
seems to suggest the experience may serve as a form of
planning by identifying what to look for in the movement.
Biscan & Hoffman (1976) support this argument.
They suggest that the differences in analytic proficiency
"depend more on experience and extent of exposure to visual
stimuli associated with performance of specific skills than
with application of a general analytical scheme" (p. 162).
In another study, Hoffman & Sembiante (1975) compared
the observational ability of physical education teachers
with those of softball players and coaches. The results
indicated that softball players' scores were significantly
18
higher than trained physical education teachers. In light
of Biscan & Hoffman (1976), it could be argued that this was
a result of the experience of softball players and coaches.
Armstrong and Hoffman (1979) found that experienced
teachers and inexperienced teachers did not differ
significantly in the ability to detect performance errors in
the forehand drive in tennis. However, experienced teachers
were more discriminating. This finding supports the idea
that experience may serve as a form of planning by
identifying critical features involved in the movement.
Twelve common errors were selected to be used in the error
detection test. Fifteen samples of the performance of the
forehand drive were shown three times via super-8mm color
film. Each sample was modified to include predetermined
combinations of the 12 errors. Subjects were randomly
assigned to one of four treatment groups. These groups were
based on the presence or absence of performance competence
information and performance outcome information.
Bayless (1981) investigated the effect of type and
length of exposure to a prototypic skill in discriminating
correct from incorrect performances. Physical education
students were required to identify errors in technique for
19
the volleyball serve, spike and block. Four treatment
conditions were employed: (a) one exposure to visual only,
(b) three exposures to visual only, (c) one audio-visual
exposure only, and (d) three exposures to audio-visual . She
found that only the visual mode and one exposure produced
superior detection skills.
One method that has been used consistently in skill
analysis training has been videotaped instruction. A study
conducted by Morrison & Harrison (1985) demonstrated that
elementary education majors and classroom teachers could
analyze movement after videotape training. Throwing,
catching, and striking skills of children were shown to the
subjects illustrating correct performance and common errors.
Results indicated that scores were retained over a two month
period. These findings when considered collectively with
those in the previous discussion support the notion that
qUalitative skill analysis can be enhanced through training.
Specifically, initial training should include learning
to identify what constitutes correct performance. In
addition, planning what to look for during performance and
experience may enhanc~ observational ability. One method of
intervention may include videotape training in which
20
incorrect and correct examples are shown. Bayless (1981)
reports findings which imply that only one exposure to
stimulus is optimal in detection. However, because the
investigation involved volleyball skills, the extent of ,
exposure in this study will follow the training protocol
outlined in the MEAP project (see Reuschlein & Vogel ,
1984).
Interactive video technology
Over the years, technology has played an important role in
education. The next section of this paper will describe
some of the contributions made in training through the use
of technology.
Some traditional methods of technological training.
Educators have studied the teaching/learning process with
great interest in an attempt to delineate effective teaching
techniques. One contemporary technique suggested by
McConnell and Fages (1980) is the use of videotaped
feedback. This type of investigation began when video
technology was first accessible in the 60's and has been
advocated ever since. The use of bulky cameras, recording
devices, playback units, and microphones provided a means of
recording, preserving and re-using the teaching experience
21
(Frager, 1985). A review of the literature indicates that
this method has been used primarily in physical education to
improve specific sport skill performance but is now being
used to improve training techniques.
One study compared the use of video (perceptual) models
and written (symbolic) models in teacher training (Orme,
McDonald, & Allen, 1966). They found that the teachers that
had viewed the video model of the desired behavior improved
performance. Maximum improvement occurred when both types
of models were used. Allen (1967) also investigated the use
of positive and negative models in conjunction with video
presentation. He found that more desirable behaviors were
elicited when subjects had seen the positive models.
Discrimination training is another area where
videotaped feedback has been used in teacher education.
Nias (1974) used this technology to increase the ability to
discern different types of classroom interactions. Legee
and Asper (1972) investigated the effects of producing and
viewing videotapes to improve abilities in rating a teaching
performance. Mertz (1972) studied the effect of split
screen videotaping on the improvement of verbal and
nonverbal behavior of practicing teachers. stuart (1979)
22
used videotaping to improve preservice music teachers'
abilities to discriminate and analyze proper bowing and
string techniques. All of these report enhanced performance
after the videotaped training. This evidence of success has
been corroborated in physical- education (Bayless, 1981;
Morrison & Harrison, 1985) which implies that videotape
training may be applied in qualitative movement analysis
training.
The use of interactive video technology.
The microcomputer has also proven quite successful
as an instructional tool . Its ability to handle multiple
variables at once is the key to its popularity in education.
Not only is the computer capable of storing large amounts of
information but it is also able to retrieve this information
quickly. Computers can provide immediate learner feedback
which is essential for effective instruction. They can also
provide a variety of instructional strategies thereby
accommodating learner differences.
Computer aided instruction is used as a supplement to
traditional types of instruction. One of its limitations is
the inability to generate realistic images (Martorella,
1983). In fact, other choices of visual representation are
often better. For example, the use of slides or filmstrips
23
offer a very realistic, but still, picture presentation.
The use of video technology is even better because it can be
played back at a variety of speeds replicating correct and
incorrect performances.
When the capabilities of the microcomputer are merged
with those of video technology the outcome is an interactive
video system. This current vogue in educational technology
has been called the "intelligent video system" (Martorella,
1983) for its ability to create and store limitless patterns
of instruction.
There are essentially three components to an
interactive system: (a) the microcomputer, (b) the video
tape recorder, and (c) the' interface system which controls
the communication between the two other units. The
conceptual procedure to interactive video design is the
systematic manipulation of two components: the videotape
recorder (VTR) and the computer. The marriage of video and
text has proven to be advantageous as an educational tool
(Marsh, 1982).
In putting together an interactive video the designer
identifies video scenes that are to be accessed during the
lesson. These scenes are then integrated with computer
generated text and/or graphic information. The computer
presents information, accepts learner response, and provides
24
a variety of instructional options (e.g., drill and
practice, simulation). The video scenes present information
and allow for demonstration of skills. These scenes may
also be used to illustrate abstract concepts.
One strong argument in the case for interactive video
instruction concerns the issue of learner control. Many
interactive video programs have been influenced by
programmed learning models. There may be disadvantages to
this approach. Student control over the content sequence is
an important design consideration because students exhibit a
variety of alternative routes through the same material
(Laurillard, 1984). If allowed to choose, students are
likely to select the route that is the most meaningful to
them. Therefore, programmed learning tradition may be
ineffective in the design of interactive video programs.
Although learner control is advocated in interactive video
design, the literature suggests controversy over the
efficacy of student control versus program control
(Laurillard, 1984).
A second consideration is the control of the mode
of instruction. Interactive video tends to limit student
control between active and receptive modes of instruction
(Laurillard, 1984). Video is not totally a passive medium
25
however students are forced into a receptive mode requiring
little initiation of thought processes. An effective
interactive video program should invite the learner to
become active in the process (Laurillard, 1984). It is the
alternation between active and passive modes that makes
interactive video instruction so effective. still in
question however, is the precise structure models should
follow. If it was certain that video presentation followed
by practice was the optimal design there would be no problem
(Laurillard, 1984). But this is not the case. There are
many variables involved in the dynamics of the
teaching/learning process which lead to equally as many
instructional strategies. Many of these possibilities can
be addressed through interactive video because of the
ability to accommodate many variables at once. The
capability of the technology to address variables has
contributed to its attractiveness for use in education.
The development of interactive training programs
appears to have preempted developmental validation studies
of instructional effectiveness (Hannafin, 1984). Limited
empirical support suggests that this method of training is
not superior method to traditional methods (Hon, 1982; Floyd
& Floyd, 1982; Thorkildsen & Freidman, 1986). Despite the
26
lack of support of superioritYT there have been many
endorsements of its instructional effectiveness in a variety
of applications.
Interactive training has been applied in
cardiopulmonary resuscitation training (Hon, 1982), bank
teller training, flight training and in conjunction with the
Human Resource Department (see Floyd & Floyd, 1982 for case
studies). Of these applications, it has been reported most
often that interactive video provides a cost effective form
of instruction. One indicator of cost effectiveness has
been an increased number receiving training without
increasing the number of instructors to deliver the training
(Hon, 1982). Another indicator was the improved
productivity in less time and a final indicator was the
freeing of personnel to conduct regular duties (see Floyd &
Floyd, 1982).
Despite these endorsements, many educators view the
technology to be "trendy" while others question the
theoretical foundations (Hannafin, 1984). It appears that
before interactive video can be used effectively as an
alternative or supplement to traditional instruction
validation must take place.
27
Summary
The intra-task sequence of throwing has been well
documented for stability across longitudinal studies
(discussed in Chapter 1) and used in the evaluation of
physical education program impact (Graham & Metzler. 1985;
Reuschlein & Vogel, 1984). Conceptually, this sequence can
be viewed from a total body configuration approach or a
components approach. If it assumed that teaching involves
the ability to help children learn "how" to perform a skill
(Brown, 1982), then the conceptualization of the intra-task
sequence becomes important when considering the design of
training programs.
The literature appears to support the use of the total
body configuration approach since it has been used in at
least two large scale studies of program impact. In the
MEAP & TECPEP projects, a mature pattern of throwing was
defined as consisting of four aspects of body action: side
orientation, arm extension, weight transfer, and sequential
hip to shoulder rotation. When considering the design of
training programs, it seems reasonable to assume that
teachers can learn to accurately identify these aspects
since they have been reliably assessed in field studies.
For the purpose of this investigation, the intra-task
28
skill sequence will be conceptualized from a total body
configuration approach.
Research in skill analysis has revealed that physical
education teachers do not possess a special facility for
skill analysis (Biscan & Hoffman, 1976). In fact,
experience may be one variable affecting this ability.
Hoffman and Sembiante's (1977) study of softball players and
trained physical education teachers illustrates this point.
When considered in light of Barrett's (1979a) conclusion
that skill in analysis involves planning, it could be argued
that planning what to look for and where to look may serve
as a form of experience.
Another type of experience found in the literature is
the extent of exposure to the performance under analysis.
Bayless (1981) found that subjects exposed to only one
visual exposure of a prototypic skill performed superior to
those receiving audio-visual and more exposures. Although
this finding has strong implications for developing superior
detection skills, its application is, at best, problematic.
since Bayless (1981) investigated physical education
teachers' ability to detect errors in the volleyball serve,
spike and block, this finding can not be generalized to the
skill of throwing. Therefore, the extent of exposure to
29
visual stimuli will follow the protocol outlined in the MEAP
& TECPEP projects (see Graham & Bos, 1986; Reuschlein &
Vogel, 1984).
Recently, videotaped instruction has been found to be a
viable method of developing skill in observational analysis
(Morrison & Harrison, 1985) however the use of this
technology is not new. other studies (Allen, 1967; Legee &
Apser, 1972: Nias, 1979; Mertz, 1972; Orme, McDonald, &
Allen, 1966; stuart (1979), support its efficacy and
identify two important design considerations.
First, the findings from Orme, McDonald, & Allen (1966)
suggest that it may be appropriate to use both written and
visual models in training. More recently, Laurillard's
advocacy of learner control (1984) implies that learners may
choose to read about the information or be shown video
examples of each point to learned. Therefore, in the design
of the interactive video training program, learners will be
given control over these options. A second consideration is
that a more desirable effect may be obtained from using
positive models (Allen, 1967). In the MEAP project (see
MEAP, Physical Education Film Training Manual , 1984-85 for
a complete description of each aspect) training involved the
use of a model sample in which correct performance was
30
demonstrated. The application of the use of a model sample
will be used in the interactive training program.
There is little empirical evidence to support
interactive video training although it has been found to be
as effective as traditional types of training methods
(Thorkildsen & Freidman, 1986). Yet despite the paucity of
support, its application is repeatedly endorsed as a cost
effective method of training (see Floyd & Floyd, 1982 for
case studies). Hon's (1982) claim that interactive video
training in cardiopulmonary resuscitation provided an
opportunity for greater numbers to receive training without
increasing the number of instructors is exemplar of such
endorsements. However, before interactive video can be used
effectively as an alternative or supplement to traditional
instruction validation must take place.
Chapter 3
Methods and Materials
Subjects
Twenty-one undergraduate (n=19) and graduate (n=2)
students enrolled in an intact elementary physical education
methods class agreed to participate in this investigation.
Three additional students not enrolled in the methods class
(2 undergraduate and 1 graduate) also agreed to participate.
The subjects' majors were predominately outside of physical
education (n=19). Fourteen subjects indicated prior
experience or course work may have aided their participation
in this project.
Equipment
The materials used in this investigation included an
Apple lIe computer with enhanced memory and color monitor
equipped with audio. Two Panasonic 1/2" video tape
recorders were used. A Panasonic 6200 VCR was equipped with
a remote jack to accommodate interactive video control . The
second VCR was equipped with variable speed playback
control. A 21" Panasonic color monitor was used for testing
and training. The BCD 'Instructor' authoring package was
used to develop the inte~active training lesson. Contents
of this package included the BCD interface card placed in
slot #4 of the computer, the computer program which
31
32
generated the interactive lesson and a user's manual. Three
video tapes were produced by the investigator.
Procedures
The execution of this research took place in several
phases: design, production, testing, intervention and data
analysis. The procedures executed in each phase will be
summarized with detailed descriptions provided in the
appendices.
Design phase
Two different methods for teaching qualitative movement
analysis (i.e., interactive video training and videotape
training) were developed. Each involved the structuring of
information and the design of different methods of
33
presentation. Both methods will be discussed.
The selection of information to be presented in the
training of qualitative movement analysis.
Four standards associated with the mature performance
of the overhand throw were adopted from the Michigan
Educational Assessment Project (1984) and identified as the
criteria for making qualitative assessments. Each standard
was further defined via checklists developed by the
investigator. These checklists were based on those
developed by Graham and Bos (1985) and Kelly and Walkley
(1986). Definitions of each standard were included in the
checklists, as well as information cuing the subject to the
specific body parts that should be observed during the
performance. These checklists were used in both the
interactive video training and videotape training methods
and are presented in Tables 1, 2, 3 and 4.
The conceptual design of the interactive video training
intervention.
The Virginia Tech Interactive Video Motor Assessment
System (VTIVMAS) was developed by the investigator for the
purpose of qualitative movement analysis training. This
program consisted of a computer lesson stored on a floppy
disk, a 1/2" video tape containing samples of throwing and
Table 1: Side Orientation
STANDARD 1
SIDE ORIENTATION
SIDE ORIENTATION PARALLEL TO THE INTENDED DIRECTION OF THE THROW.
--Side orientation means that the feet will be paralleL to the target during the wind-up.
The head shouLd be turned so the thrower is looking over the shoulder.
--The key to analyzing side orientation lies in a cLear definition of the word parallel.
As the balL moves backward (wind-up), the rear foot should be parallel to the direction
of the throw.
--When the front foot is pointing in another direction, side orientation can be present.
Watch to see if the thrower is looking over the shoulder facing the target. The front
foot must be opposite the throwing hand.
To observe side orientation:
1. Watch the feet. Are they paralLel to the target? Is the front foot opposite the
throwing hand?
2. Watch the head and shoulders. Is the thrower looking over the shoulder facing the
target?
3. Watch the ball as it moves backward. This is when you should make your decision.
34
Table 2: Arm Extension
STANDARD 2
ARM EXTENSION
NEAR COMPLETE EXTENSION OF THE THROWING ARM TO THE REAR
DURING THE WIND-UP.
--Arm extension means that the throwing arm will be almost straight during the wind-up
phase.
--If the thrower is side oriented then arm extension can occur. Focus on the elbow as
the ball approaches the rear during the wind-up.
--Arm extension must be identified before the ball starts forward.
To observe ar. extension:
1. Watch the throwing arm as it moves backward during the wind-up. Is the ball moving
backward?
2. Focus on the elbow. Is it nearly straight before the ball begins to move forward?
3. The arm should never be completely straight. The angle at the elbow is nearly
straight when the elbow joint approaches 150 degrees.
35
Table 3: Weight Transfer
STANDARD 3
WEIGHT TRANSFER
WEIGHT TRANSFER TO THE FOOT OPPOSITE THE THROWING ARM AS THE
THROWING HAND PASSES ABOVE THE SHOULDER.
--Weight transfer means there is a smooth shift of the body weight to the front foot.
This must occur as the throw is being executed. It may include a step to the foot
opposite the throwing arm.
--The rear foot must move in some way. It may be lifted at the heel or drug in the
direction of the target.
--Opposition must occur prior to the forward motion of the ball for weight transfer to be
present. The rear foot moved in the direction of the throw constitutes weight transfer.
To observe weight transfer:
1. Watch the front foot. Is there opposition? When there is no opposition weight
transfer can not be present.
2. Watch the rear foot as the ball moves forward. Does it move in the direction of the
target?
3. Watch the ball. Is it moving forward? Any action where the rear foot is lifted from
its position is considered weight transfer if the ball is moving forward.
36
Table 4: Sequential Hip and Shoulder Rotation
STANDARD 4
STANDARD MARKED SEQUENTIAL HIP AND SHOULDER ROTATION
--Sequential hip/shoulder rotation means there is an uncoiling of the trunk initiated by
the hips and followed by the shoulders. It occurs as the weight is shifted to the front
foot.
--The hips should rotate past the target. When there is no opposition hip/shoulder
rotation can not be present.
--If the rotation of the hip and shoulder occur at the same time, look for the forearm to
lag behind the hips. If this occurs, rotation is present.
To observe hip/shoulder rotation:
1. Watch the front foot. Is the weight shifting to the front foot? The hips will begin
to turn in the direction of the throw.
2. Watch for the throwing arm to lag behind the hips. Are the hips and shoulders moving
at the same time?
3. Watch for the completion of the throwing motion. Are the hips turned past the
direction of the target?
37
38
a training manual. The program was designed to provide the
subject maximum control over selected information and video
scenes.
The computer lesson, entitled "Overhand Throw," was
generated using the BCD 'Instructor' authoring system and
contained 92 pages of programming. Thirty-seven pages were
video taped scenes that could be accessed by the subject.
The entire program was divided into 4 modules to help the
subject understand the operation of the program as shown in
Figure la.
The program began with an introductory video scene
stating the objective of the lesson. This was followed by
the "Main Menu" selections identifying the 4 modules. Each
module was designed to teach one standard to the subject.
For example, module 1 was instruction for side orientation.
Figure la illustrates the "Main Menu" selection page.
Each module was broken down into 2 modes: a video mode
and a text mode. The video mode allowed the subject to view
selected video scenes illustrating correct and incorrect
performances of the standards. The text mode allowed the
subject to review definitions of each standard without
viewing the video scenes. The two modes contained different
information (e.g. text mode definitions were stated
39
differently from the video mode). Each mode contained an
IIOptions menu li • This menu page provided the subject with 5
options for instruction. Figures lb and lc illustrate the
"Options Menu" selection for each mode.
Selections made from the "Options Menu" in the video
mode were: 1. a definition, 2. a demonstration, 3. to see
and assess a trial , 4. to change to the text mode, and 5.
to quit. A definition (option 1) enabled the subject to
view either a still picture (with audio definition) or a
close-up of the body part to be observed. By selecting
option 2, subjects could see a demonstration of the correct
performance of the standard (demonstrations were identical
for each module). Option 3 made practice available. Here
the subject was shown three identical samples of the
overhand throw. Four different Performances were
identified for random selection by the computer. After
viewing the samples, the subject was asked if the standard
was present during the performance. A correct response
returned the subject to the "Options Menu" for additional
selections. An incorrect response branched the subject to
another part of the program for remediation. Here the
subject was given the choice to read and view primary
information or secondary information. Primary information
40
restated the definition of the standard and was illustrated
by correct and incorrect performances. Secondary
information identified the body parts that should be
observed during the performance. Correct and incorrect
performances were shown. Each information block branched to
the options menu upon completion. Options to change modes
(4) and to end the program (5) were also available.
The text mode "Options Menu" was similar to that of the
video mode with minor differences. Selecting option 1
provided the subject with 2 pages of written information
defining the standard. A demonstration, option 2, could be
chosen however practice (option 3) was only available in the
video mode due to a limitation inherent in the BCD authoring
package. Options 4 and 5 were also available.
The conceptual design of the videotaped training
intervention.
Qualitative movement analysis training in the
videotaped group was based on the design of the Michigan
Educational Assessment Project film training manual (1984-
85). In this system a 16mm film and training manual were
developed for self-instruction. It alternated between
reading from the manual and viewing selected video samples.
41
The training developed by the investigator followed the same
format of alternation between reading and viewing with the
following changes.
First, the training was given under the direction
of the investigator rather than as a self-instructional
package. Second, unlimited practice opportunities were
available and based on the stated needs of the subjects, as
well as the discression of the investigator. This method
will be discussed more thoroughly in the intervention phase
of the procedures.
Production phase
The next step in the execution of this research
involved the production of materials to be used in the
remaining phases. These included the "Overhand Throw"
lesson, 3 video tapes and written materials.
The production of the Overhand Throw Lesson.
Production of the "Overhand Throw Lesson" involved
several processes. The contents and sequence of each page
of information was entered onto a "page contents form".
This form (see Table 5) identified the necessary commands
for programming using the authoring package. This
information was transferred to the floppy disk using the BCD
'Instructor' program (see Appendix A) .
Table 5: Page Content Form
LwnOft Ham.:
42
43
Next, the video tape entitled "VTIVMAS, Overhand Throw
Lesson" (to be discussed in the next section) was subjected
to a process called absolute addressing. This process places
a digital code on one of the audio channels of the video
tape. This process is identical to those used in video
studios for accurate frame editing.
A tape log was created by identifying the location of
each of the 37 video scenes as shown in Table 6. Marking
the "in point" (where the scene would begin) and the "out
point" (where the scene would end) for each scene let the
computer program know the exact location of each scene. The
reader is referred to the BCD users manual (1984) for a
detailed description of these processes.
The process of videotaping.
Three video tapes were produced: one for each training
method and one for testing. The video tapes produced for the
two training methods were shot during the same videotaping
session. A local elementary school agreed to participate in
the taping session (see Appendix B for approval/request
forms). Videotaping of 3rd graders was contingent upon the
return of informed consent forms (see Appendix C).
Table 6: Video Tape log for Overhand Throw lesson
Scene # In Out Duration label
1 00:00:38:24 00:01:03:12 00:00:24:18 INTRO 2 00:01:07:04 00:01:18:01 00:00:10:27 FFS1 3 00:01:21:13 00:01:35:13 00:00:14:00 CUS1 4 00:01:38:05 00:01 :49:17 00:00:11:12 MODElS1 5 00:01:52:16 00:02:03:22 00:00:11:06 RND1A 6 00:02:07:02 00: 02: 17: 27" 00:00:10:25 RND1B 7 00:02:20:20 00:02:36:08 00: 00: 15: 18 RND1C 8 00:02:39:06 00:02:49:06 00:00:10:00 RND1D 9 00:02:52:19 00:03:45:03 00:00:52:14 PIS1
10 00:03:48:09 00:04:27:10 00:00:39:01 SIS1 11 00:05:05:18 00:05:18:06 00:00:12:18 FFS2 12 00:05:21:18 00:05:35:14 00:00:13:26 CUS2 13 00:05:37:12 00:05:45:06 00:00:07:24 MODElS2 14 00:05:47:22 00:06:00:10 00:00:12:18 RND2A 15 00:06:03:22 00:06:12:11 00:00:08:19 RND2B 16 00:06:17:09 00:06:29:08 00:00:11:29 RND2C 17 00:06:34:01 00:06:45:13 00:00:11:12 RND2D 18 00:06:49:07 00:07:50:18 00:01:01:11 PIS2 19 00:07:53:26 00:08:38:16 00:00:44:20 SIS2 20 00:08:41:13 00:08:52:10 00:00:10:27 FFS3 21 00:08:55:07 00:09:09:09 00:00:14:02 CUS3 22 00:09:12:07 00:09:21:08 00:00:09:01 MODELS3 23 00:09:25:10 00:09:37:18 00:00:12:08 RND3A 24 00:09:41:08 00:09:50:15 00:00:09:07 RND3B 25 00:09:53:17 00:10:05:00 00:00:11:13 RND3C 26 00:10:07:28 00: 10: 16: 27 00:00:08:29 RND3D 27 00:10:20:13 00:11:31:02 00: 01: 10: 19 PIS3 28 00:11:34:09 00:12:31:05 00:00:56:26 SIS3 29 00:12:34:15 00:12:45:28 00:00:11:13 FFS4 30 00:12:49:13 00: 13:03: 17 00:00:14:04 CUS4 31 00:13:06:15 00:15:24:04 00: 00: 17: 19 MODELS4 32 00:13:27:14 00:13:35:03 00:00:07:19 RND4A 33 00:13:38:04 00:13:44:27 00:00:06:23 RND4B 34 00:13:48:04 00: 13: 59: 13 00:00:11:09 RND4C 35 00: 14: 02 : 16 00:14:11:29 00:00:09:13 RND4D 36 00: 14: 15 : 04 00:14:59:08 00:00:44:04 PIS4 37 00: 15: 02: 19 00:15:38:06 00:00:35: 17 SIS4
44
45
Twenty-two 3rd graders were requested to throw
forcefully and accurately using the overhand throwing
motion. Three attempts by each child to perform the throw
were taped in a wide shot to illustrate the total
performance. Three additional attempts were shot close-up
to record the body parts to be viewed in each standard. The
throw was executed from a distance of 40'. No verbal
feedback was given.
The taping was conducted by a professional
videographer from a local television station using 3/4"
video format while the investigator and physical education
teacher supervised the children. The camera, recorder and
audio equipment were borrowed from a local production
agency.
The third video tape used in the testing phase was
produced in conjunction with a major research project
conducted at Virginia Tech by the faculty and graduate
students in physical education pedagogy: The Teacher
Effectiveness in Children's Physical Education Programs
project (TECPEP). One aspect of TECPEP involved videotaping
the of performances of the overhand throw by 1st, 3rd and
5th grade students in eight different schools. One video
tape of 3rd graders (one class from one school) was
selected to be used in the testing procedure.
46
The process of coding video taped performances.
Each of the video tapes were analyzed (coded) by
the investigator for demonstration of the four qualitative
standards. A "I" was coded if the standard was demonstrated
and a "0" coded if not. The tapes· were later recoded by the
investigator to obtain intra-rater agreement reliability.
Only those performances in agreement were selected to be
used in the final tape productions.
Determining the reliability of the coding process.
The investigator was trained in conjunction with
the TECPEP project based on the checklist developed by
Graham and Bos (1985) as shown in Table 7. In addition, a
criterion test was passed with acceptable reliability
coefficients. All overhand throw performances in the TECPEP
(n=1638) project were analyzed by the investigator with
inter-rater agreements in excess of .90 for each of the four
standards. Performances analyzed in this investigation
produced intra-rater reliablity scores in excess of .80 for
each standard. Reliability coefficients were calculated
using a percent agreement procedure in which the number of
agreements were divided by the total of agreements and
disagreements to obtain a percentage of agreement.
Table 7: TECPEP OVERHAND THROW OBSERVATION GUIDELINES
ALL GRADES
1. SIDE ORIENTATION PARALLEL TO THE THROW A. The child stands sideways to the target. B. The foot opposite the throwing hand is clearly the front foot, i.e. the foot
closest to the target.
2. NEAR COMPLETE EXTENSION OF THE THROWING ARM TO THE REAR DURING THE WINDUP. A. The extension needs to occur during the windup, i.e. before the arm starts
forward. B. The arm is never completely straight; when it is, the throw is often a fling
rather than a throw and therefore is coded a zero (0).
3. WEIGHT TRANSFERS TO THE FOOT OPPOSITE THE THROWING ARM AS THE THROWING HAND PASSES ABOVE THE SHOULDER.
A. The rear foot is: 1. On the toe with the heal clearly off the ground OR 2. The rear foot (actually the toe) drags towards the target OR 3. The rear foot is lifted and a step is made in the direction of the target.
B. There is opposition, i.e. the front foot is the one opposite the throwing arm.
4. MARKED SEQUENTIAL HIP AND SHOULDER ROTATION A. The hip begins rotation before the shoulder; about the time the front foot is
planted on the ground. B. The sequential rotation is clear, i.e. the hip and shoulders don't rotate as a
single unit, but in sequence. C. When there is no opposition, there cannot be proper sequential rotation.
11-11-86 Note. From Teacher Effectiveness in Children's Physical Education Programs. Unpublished guidelines.
47
48
The process of editing the coded videotaped
performances.
The video tape produced for the interactive training
method was professinnally edited in 3/4 11 format. The
completed video tape consisted of 1 introductory scene, 4
still pictures, 4 close-ups, 4 model samples, 16 randomly
accessed samples, and 8 remediation samples for primary and
secondary information (4 each). The contents were edited in
a linear fashion to prevent excessive tape rewinding.
The process of dubbing the videotaped
performances.
The video tape for the interactive training method
was professionally dubbed (transferred) to 1/2" format. The
investigator made a 1/2" dub of the testing tape using
specialized equipment to enhance the video quality.
Aoproximately 25 seconds of video defining the standards was
dubbed on the tape. Three identical samples of the
performances were dubbed for a total of 14 performances.
Two performances were eliminated from the testing tape
because the entire performance of the throw was not in full
view. Approximately 5 seconds of "black" was dubbed between
performances.
The tape produced for the videotaped training
method was also professionally dubbed. The 3/4" tape
49
containing the original performances of the 22 3rd graders
performing the overhand throw was dubbed to 1/2" format. No
close-ups were dubbed. The completed tape consisted of 66
samples of the overhand thow.
Preparing additional written materials.
The investigator developed the following written
materials. A 25 page training manual was produced for use
in conjunction with the interactive video training method
(see Appendix D). The manual describes the procedures for
using VTIVMAS.
Four checklists and a tape log were produced for use in
conjunction with the videotaped training method (see
Appendix E for written materials produced for the teacher
training). The checklists presented primary and secondary
information for the subjects to refer to during training. A
tape log was produced to aid the investigator in locating
the appropriate performances during the videotaped training
session.
A testing manual was produced for use during the
testing phase of the investigation (see Appendix F). This
manual describes the procedures to be followed while
administering both the pretest and posttest. A 7 page test
booklet was produced to aid the subjects during testing (see
Appendix G) .
50
Testing phase
The pretest was administered on two separate occasions.
Those students enrolled in the physical education methods
class were tested on one day. Subjects absent from class on
the testing date and the 3 volunteers not enrolled in the
class were tested later. The procedures outlined in the
testing manual were followed.
The posttest was administered similarily approximately
one week from the training intervention. Students enrolled
in the methods class were tested one day followed by those
who were absent and the volunteers on the next day. Again,
outlined procedures were followed.
The procedure for counterbalancing the order of
test question presentation.
The order of pretest and post test questions (n=56
each) were counterbalanced based on a list of random
numbers. The subjects were shown 14 samples of the overhand
throw in which they were to identify only one qualitative
standard during each performance (i. e., questions 1-14).
The video tape was rewound to the beginning and the same 14
samples were presented. A different standard was to be
identified and this process was repeated until each sample
had been analyzed for each of the four qualitative standards
51
(see appendix E for question order). A different order was
presented in the posttest.
Four samples were discarded due to lack of
agreement by the investigator which reduced the score from
56 to 52 possible points on either test. A total of 13
samples were analyzed for side orientation, 13 for arm
extension, 14 for weight transfer and 12 for hip/shoulder
rotation.
The procedure for assigning subjects to treatment
conditions.
Pretest scores were matched in order to make group
assignments to the interactive video training or videotaped
training methods. Subjects absent on the initial pretest
date and the 3 volunteers were assigned to the no treatment
group. Table 8 illustrates the matched pretest scores of the
eight subjects assigned to each of the three groups.
Intervention phase
Subjects in this investigation were randomly
assigned to one of three treatment conditions. They were:
interactive video training, videotaped training, and no
training. Each intervention technique will be discussed.
Table 8: Matched Pretest Scores and Treatment Assignments
Interactive
training
(n=8)
28
28
32
32
32
35
36
39
M=32.75
SD=3.8
Videotaped
52
training
(n=8)
29
30
30
31
32
36
27
42
33.38
4.5
No Training
(n=8)
32
34
35
35
36
39
42
44
36.75
3.7
53
The procedures for the interactive video training
group.
Eight subjects were assigned to this treatment
condition. Each subject was requested to identify a two
hour block of time (outside regular class time) to
participate in the training. In addition, they were allowed
to miss one regularly scheduled day of class (the day
scheduled for the videotaped training intervention).
Each subject was trained individually via the
interactive video method. Upon arrival, the subjects were
given three items: the Overhand Throw Lesson stored on the
floppy disk, the VTIVMAS video tape and the Interactive
Video Training Manual. The subjects were told to learn the
four qualitative standards. They were instructed to use as
much or as little time they felt was necessary to accurately
identify the standards. The investigator informed the
subjects that questions regarding the standards could not be
answered. Questions related to the operation of VITIMAS
were allowed. The training ended when the subject felt
she/he had mastered the material.
It should be noted that subjects were asked to
respond immediately after viewing a throwing sample in the
pretest and posttest conditions. This protocol was
54
substantially different from the training protocol in which
subjects were given unlimited response time, as well as,
unlimited viewing opportunities.
The procedures for the videotaped training group.
Eight subjects were assigned to the videotaped
training intervention. Training was conducted during a
regularly scheduled class time (approximately 2 hours) and
all subjects participated simultaneously. The subjects were
told they were to learn to accurately identify the four
qualitative standards associated with the mature performance
of the overhand throw.
The checklist describing side orientation was passed
out to each student. The investigator paraphrased the
information on the checklist. Each concept was illustrated
through the use of video tape stop-action and variable speed
playback. Subjects were exposed to correct and incorrect
performances of the standards. Multiple practice
opportunities resulted in explanations and illustrations for
correct and incorrect responses. The instruction in each
standard continued until the subjects felt confident of
their ability. The decision to continue was made by the
investigator.
The same process was executed for each of the four
qualitative standards. A short break was taken following
55
the instruction of the first two standards. Subjects were
encouraged to ask questions and were also questioned
regarding responses made during the practice assessments.
The procedures for the no teatment group.
Eight subjects were assigned to the no treatment
intervention. These subjects were not exposed to any
intervention training during this investigation. Subjects
were not told the purpose of the investigation and
participated only in the testing phase.
Data Analysis
The critical question under investigation in this study
was whether interactive video was an effective method of
qualitative movement anaysis training for throwing. The
effectiveness of the interactive and videotape training
strategies were determined by the test scores of their
subjects in comparison with those of a control group that
did not receive instruction. In order to answer the
question, an analysis of covariance (ANCOVA) was used to
evaluate the effectiveness in which performance pretest
scores served as the covariate.
It was anticipated that ~nalytic performance would be
enhanced for those 'as a result of their respective training.
Consequently, Duncan's multiple range test was performed to
56
identify which groups, if any, were significantly different.
pilot study
A pilot study was conducted during the Fall quarter of ,
1985 and involved the participation of 8 physical education
majors enrolled in an elementary methods class. The purpose
was to develop the optimal conditions for data collection.
The investigator became familiar with equipment, procedures
and conditions. Results revealed several problems with the
interactive video system. In addition, it was evident that
the development of manuals would aid in the data collection
process.
Chapter 4
Results of the study
Subjects' scores on the pretest and posttest were
computed by subtracting the number of incorrect responses
from the total number of responses possible. Each test (pre
and post) contained 56 questions, of which four were
eliminated due to the lack of coder agreement. As a result,
the total score that could be obtained on each test was 52
points. Table 9 includes the means and standard deviations
for each group on the pretest and posttest. It should be
noted that the procedure for matching did not generate
equivalent groups (see Table 8). However given this
limitation, the no training group had the highest pretest
mean prior to intervention. Theoretically, this should have
made it more difficult to obtain significant results in
favor of the treatment conditions.
Scores were analyzed using an analysis of covariance
(ANCOVA) in which pretest scores served as covariates. When
calculated, the results indicated that the model was
significant (F2'l=11.35, P < .01). Table 10 contains the
summary from this analysis.
Visual inspection of the means (see Table 9) shows that
the no training group scores did not change from the pretest
to posttest. It is speculated that subjects in this group
57
Table 9: Mean and Standard Deviation by Groups
Pre Post M SD M SD
Interactive 32.75 3.8 41.12 2.5 training
Videotape 33.37 4.5 . 39.87 2.5 training
No Training 36.75 3.7 36.75 3.0
58
Table 10: ANCOVA Summary
Source
Group
Pretest
* significant .01
OF
2
1
SS
121.59
46.13
59
F value
11.35
8.61
PR > F
.0005*
.0082
60
formed some type of strategy for identifying the
qualitiative standards and implemented it consistently. No
change in this mean further suggests that performance was
enhanced by the training conditions.
It was expected that the videotape training group would
experience a training effect since this method of
instruction has been found to improve performance of this
skill (Morrison & Harrison, 1985). Overall, the mean
performance in this group was improved by 6.5 points (see
Table 9). The interactive video group experienced the
greatest improvement with an 8 point increase. It is
speculated that the slightly higher posttest mean (see Table
9) can be explained by the difference in training
procedures. Subjects in the interactive training group
experienced approximatelY 2 hours of individualized
instruction. These subjects were given an opportunity to
learn those aspects of a mature throw based on their
individual needs. In addition, interaction was inevitable.
When the interactive video program asked a question, the
system waited for the subject to respond before continuing
with instruction. In the videotaped training group,
interaction was highly encouraged however it was limited to
those who chose to respond. The increase in the posttest
61
means suggests that training, whether videotaped or
interactive video instruction, may improve the ability to
accurately identify the qualitative aspects of throwing.
Inspection of the standard deviations (see Table 9)
provides another indication that training was effective.
These figures illustrate the variance among the subjects
within each group. This variability illustrates that
subjects implemented their own strategy for identifying the
standards but they may not have known what to look for.
After training, the interactive video and videotaped groups
appeared to make identifications more consistently.
Duncan's multiple range test was performed to identify
which groups differed following training. Table 11
illustrates that both training conditions resulted in
performance superior to that of the no training group.
Clearly, this finding suggests that knowing what to look for
and where to look is an effective observational strategy.
Another important finding was that the interactive
training method did not emerge as superior to the videotape
training. This finding is consistent with Thorkildsen &
Friedman's (1986) conclusion that interactive video is not
Table 11: Duncan's Multiple Range Test Summary
Groups N
Interactive
training
Videotaped
training
No training
Posttest Duncan Grouping
Mean
8 41.12
8 39.87
8 36.75
A
A
B
Groups with the same letter are not significantly different
62
63
superior to traditional methods of instruction. Despite
this, it appears that interactive video training is an
effective method of teaching qualitative movement analysis
for throwing.
Chapter 5
Summary and Conclusions
The most recent advancement in educational technology
is the application of interactive video to instruction. The
capabilities of the microcomputer are combined with those of
videotape playback to surpass the effectiveness of each
technology alone. It is believed that this type of
instruction might be applicable in physical education.
The purpose of this study was to develop and test the
effectiveness of such a system in teaching preservice
teachers to detect performance errors in the overhand throw.
One main element of the program was the identification of
performance errors. Subjects were to identify four
qualitiative standards associated with the mature
performance of the overhand throw. It was apparant from the
improved posttest scores that the subjects were able to
identify these standards after minimal instruction.
Another design element was a strategy of teaching subjects
where to look to identify the standard.
The findings from this investigation imply that
interactive video offers alternatives to traditional
classroom instructional methods. The most obvious
implication is that more students may receive training
64
65
in qualitative movement analysis without increasing the
number of instructors. In fact, to operate the system
students only need the power source (i.e., the computer and
videotape recorder), the lesson (computer disk), and a
manual describing how the system works.
A second implication, closely related to the previous
one, is that instruction becomes highly interactive and
individualized, thereby creating the ideal learning
environment. The sequence and organization of the content
can be planned to include elaborate activities with
immediate feedback and remediation. In addition, a variety
of levels of information may be presented which correspond
with the various entry levels that can be expected from the
target student population. More importantly, these design
features become invisible to the student who is allowed to
select the content and sequence that the instruction will
follow.
While there is conclusive evidence that qualitative
movement analysis can be taught via interactive video
instruction, there are costly economic and time
committments. The fact that implementation involves the
purchasing of expensive equipment may eliminate its use in
many programs. There is an advantage to using an
interactive system that uses video tape as opposed to
66
videodisk (the more sophisticated system). First, it is
possible that a computer and videocassette recorder a1ready
exist in some programs, not to mention the availability of
videotaping equipment, leaving only the interface card and
authoring language program left to purchase. Second, using
an authoring language requires little, if any, programming
skills. Also, these programs can be applied to videotapes
that already exist. Using these tapes can eliminate
expensive videotaping and editing costs that are inherent in
videodisk systems. Even then, interactive video instruction
requires an adequate budget.
Assuming there is budgetary support for the application
of this method of instruction, there are additional time
committments. The most critical feature determining the
effectiveness of any instructional program is its design.
This involves planning, production, field testing, and
evaluation, all of which are time consuming endeavors. It
is recommended that the decision to use this technology be
made knowing these advantages and disadvantages.
Obviously, the implementation of interactive video
instruction is more than a matter of simply knowing the
67
correct buttons to push. To offer this technology as a panacea over traditional methods would be premature.
Although it was beyond the scope of this study to determine which standards were more readily identified, several interesting questions are left unanswered. Would weight transfer be easier to detect than the other standards because it could be identified by its name alone? Did the training improve the ability to detect the performance of all standards equally or were there standards that did not improve after training? Did the subjects actually change where they looked to identify the standards or was the improved performance the result of increased knowledge about the standard? Would more instructional time result in more competent error detection skills? Are there other designs that would produce superior detection skills? Although the answers to these questions would contribute to understanding the effects of this type of instruction, evaluation would be incomplete without considering its costs. This line of inquiry would allow one to select the method (interactive or traditional) that provided the best educational benefits and was most economical.
References
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Barrett, K. (1979a). Observation for teaching and
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Barrett, K. (1979b). Observation of movement for
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Bayless, M.A. (1981). Effect on exposure to prototypic
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Frager, A. (1985). Video technology and teacher
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Technology 20-22.
Graham, G. & Bos, R. (1986). TECPEP Overhand Throw
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Halverson, L. E., Roberton, M. A. ,. & Langendofer, S.
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198-205.
Hannafin, M. J. (1984). options for authoring
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Computer-based Instruction, 11(3), 98-100.
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Hoffman, S. & Sembiante, J. L. (1975). Experience and
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Hoffman, S. (1977). Toward a pedagogical kinesiology.
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Hon, D. (1982). Interactive training in
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Howe, S. (1984). Interactive video, Instructor, 93(5),
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Jenkot, V.K. (1986). Feasibility of large
implementation of the Component Approach for assessment
of fundamental motor skills in Grades K-3.
Unpublished Doctoral Dissertation, University of North
Carolina, Greensboro.
Kelly, L. & Walkey, J. (1985). Definitions of
standards, Unpublished manuscript.
Kreighbaum E. & Bartheis, K. (1981). Biomechanics: A
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Mineappolis, MN:Burgess Publishing Co.
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Legee, W. & Asper, L. (1972). The effect videotaped
microteaching lessons on the evaluative behavior of
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Logsdon, B., Barrett, K., Ammons, M., Broer, M.,
Halverson, L., McGee, R., Roberton, M. A. (1984).
Physical education for children: a focus on the
teaching process. (2nd ed.) Philadelphia: Lea &
Febiger.
Martorella, P. H. (1983). Interactive video systems
in the classroom. Social Education. 74(5),
325-327.
Marsh, G. E. (1982). Computer-Directed instruction: The
use of technology in training. Unpublished paper.
University of Arkansas, Fayetteville.
McConnell, A., & Fages, S. (1980). videotaped
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of Physical Education and Recreation. ~ 64-65.
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Film training manual . Lansing, MI: Michigan state
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Mertz, D. (1972). The effects of split-screen
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Morrison, C. & Harrison, L. (1985). Videotaped
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Morrison, C. & Reeve, J. (1986). Observation of related
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Roberton, M.A., Williams, K., & Langendorfer, S.
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74
Appendix A: Figures
-..J U1
1111111' Figure 1a: Interactive video main menu selections.
-..J m
If Correct
Defmition
Remediation
Figure Ib: Interactive video option menu selection for the video mode.
'-l '-l
Defmition
Text Mode
Figure Ie: Interactive video option menu selection for the text mode.
78
Appendix B: Overhand Throw Lesson
79
Overhand Throw Lesson - Computer Printout
PAGE #1 V PAGE
NEXT VTR SEGMENTS 1 TO 1
THIS BRANCHES TO #2
PAGE #2 M PAGE
«MAIN MENU» WHERE WOULD YOU BEGIN?
1. STANDARD #1 - SIDE ORIENTATION
VIDEO 000 TO 000. NEXT PAGE #003
2. STANDARD #2 - ARM EXTENSION
VIDEO 000 TO 000. NEXT PAGE #026
3. STANDARD #3 - WEIGHT TRANSFER
VIDEO 000 TO 000. NEXT PAGE #048
4. STANDARD #4 - HIP/SHOULDER ROTATION
VIDEO 000 TO 000. NEXT PAGE #070
5. QUIT .
VIDEO 000 TO 000. NEXT PAGE #092
CORRECT ANSWERS ARE 1,2,3,4,5
PAGE #3 M PAGE
* * * SIDE ORIENTATION * * * 1. YOU MAY CHOOSE TO SEE VIDEO
VIDEO 000 TO 000. NEXT PAGE #004
2. YOU MAY CHOOSE TO READ TEXT
VIDEO 000 TO 000. NEXT PAGE #023
80
CORRECT ANSWERS ARE 1,2
PAGE #4 M PAGE
<VIDEO> WHAT WOULD YOU LIKE NEXT?
1. A DEFINITION
VIDEO 000 TO 000. NEXT PAGE #005
2. A DEMONSTRATION
VIDEO 000 TO 000. NEXT PAGE #008
3. TO SEE AND ASSESS A TRIAL
VIDEO 000 TO 000. NEXT PAGE #009
4. CHANGE TO TEXT MODE
VIDEO 000 TO 000. NEXT PAGE #023
5 . RETURN TO THE MAIN MENU
VIDEO 000 TO 000. NEXT PAGE #002
6. QUIT
VIDEO 000 TO 000. NEXT PAGE #092 CORRECT ANSWERS ARE
1,2,3,4,5,6
PAGE #5 M PAGE
<VIDEO> WHAT WOULD YOU LIKE TO SEE? 1. A STILL PICTURE
VIDEO 000 TO 000. NEXT PAGE #006 2. A CLOSE-UP
VIDEO 000 TO 000. NEXT PAGE #007 CORRECT ANSWERS ARE
1,2
81
PAGE #6 V PAGE
NEXT VTR SEGMENTS 2 TO 2
THIS BRANCHES TO #4
PAGE #7 V PAGE
NEXT VTR SEGMENTS 3 TO 3
THIS BRANCHES TO #4
'PAGE #8 V PAGE
NEXT VTR SEGMENTS 4 TO 4
THIS BRANCHES TO #4
PAGE #9 I PAGE
YOU ARE ABOUT TO SEE THREE IDENTICAL SAMPLES OF THE
OVERHAND THROW. YOU WILL BE ASKED TO DETERMINE IF THE
STANDARD WAS PRESENT IN THE PERFORMANCE.
REMEMBER
LOOK ONLY FOR SIDE ORIENTATION.
THIS BRANCHES TO #10
RANDOM BRANCH PAGE #11
RANDOM BRANCH PAGE #12
RANDOM BRANCH PAGE #13
RANDOM BRANCH PAGE #14
PAGE #11 V PAGE
82
NEXT VTR SEGMENTS 5 TO 5
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PAGE #14 V PAGE
NEXT VTR SEGMENTS 8 TO 8
THIS BRANCHES TO #18
PAGE #15 K PAGE
WAS SIDE ORIENTATION PRESENT DURING THIS PERFORMANCE?
YES
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 4
NO
NO VTR SEGMENTS
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NO KEYWORD
NO VTR SEGMENTS
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83
x
NEXT VIDEO SCENE X TO X
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CORRECT ANSWER IS #1
STANDARD COMPUTER REINFORCEMENT
SCORE THIS PAGE
PAGE #16 K PAGE
WAS SIDE ORIENTATION PRESENT DURING THIS PERFORMANCE?
YES
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 19
NO
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 4
NO KEYWORD
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 19
X
NEXT VIDEO SCENE X TO X
'DEFAULT' PAGE ••.
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CORRECT ANSWER IS #2
STANDARD COMPUTER REINFORCEMENT
84
SCORE THIS PAGE
PAGE #17 K PAGE
WAS SIDE ORIENTATION PRESENT DURING THIS PERFORMANCE?
YES
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 19
NO
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NO KEYWORD
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 19
x
NEXT VIDEO SCENE X TO X
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THIS RESPONSE BRANCHES TO 19
CORRECT ANSWER IS #2
STANDARD COMPUTER REINFORCEMENT
SCORE THIS PAGE
PAGE #18 K PAGE
WAS SIDE ORIENTATION PRESENT DURING THIS PERFORMANCE?
YES
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 4
85
NO
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 19
NO KEYWORD
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 19
x
NEXT VIDEO SCENE X TO X
'DEFAULT' PAGE •••
THIS RESPONSE BRANCHES TO 19
CORRECT ANSWER IS #1
STANDARD COMPUTER REINFORCEMENT
SCORE THIS PAGE
PAGE #19 M PAGE
WHAT WOULD YOU LIKE NEXT?
1. MORE INFO ABOUT THE STANDARD
VIDEO 000 TO 000. NEXT PAGE #020
2. MORE INFO ABOUT HOW TO OBSERVE
VIDEO 000 TO 000. NEXT PAGE #021
CORRECT ANSWERS ARE 1,2
PAGE #20 I PAGE
SIDE ORIENTATION MEANS THAT THE FEET WILL BE PARALLEL
TO THE TARGET DURING THE WIND-UP. THE HEAD SHOULD BE TURNED
SO THE THROWER IS LOOKING OVER THE SHOULDER.
86
WATCH THE FOLLOWING EXAMPLES WHERE SIDE ORIENTATION IS
DEMONSTRATED.
NEXT VTR SEGMENTS 9 TO 9
THIS BRANCHES TO #22
PAGE #21 I PAGE
TO OBSERVE SIDE ORIENTATION ...
IST- WATCH THE FEET. ARE THEY PARALLEL TO THE TARGET? 2ND
WATCH THE HEAD & SHOULDERS. IS THE THROWER LOOKING OVER
THE SHOULDER FACING THE TARGET?
3RD- WATCH THE BALL AS IT MOVES BACKWARD. THIS IS WHEN
SIDE ORIENTATION SHOULD BE ANALYZED.
NEXT VTR SEGMENTS X TO X
THIS BRANCHES TO #22
PAGE #23 M PAGE
<VIDEO> WHAT WOULD #OU LIKE NEXT?
1. A DEFINITION
VIDEO 000 TO 000. NEXT PAGE #024
2. A DEMONSTRATION
VIDEO 004 TO 004. NEXT PAGE #023
3. TO SEE AND ASSESS A TRIAL
VIDEO 000 TO 000. NEXT PAGE #004
4 • RETURN TO THE MAIN MENU
VIDEO 000 TO 000. NEXT PAGE #002
5. QUIT
87
VIDEO 000 TO 000. NEXT PAGE #092
CORRECT ANSWERS ARE 1,2,3,4,5,
PAGE #24 I PAGE
DEFINITION FOR STANDARD 1 --
* * * SIDE ORIENTATION * * *
FEET ARE PARALLEL TO THE TARGET DURING THE WIND-UP. THE
HEAD IS TURNED SO THE THROWER IS LOOKING OVER THE SHOULDER.
THE BALL IS MOVING BACKWARD WHICH IS CONSIDERED THE
WIND-UP PHASE OF THE THROW.
NO VTR SEGMENTS
THIS BRANCHES TO #25
PAGE #25 I PAGE
THE KEY TO ANALYZING SIDE ORIENTATION LIES IN A CLEAR
DEFINITION OF THE WORD PARALLEL. AS THE BALL MOVES BACKWARD
THE REAR FOOT SHOULD BE PARALLEL TO THE DIRECTION OF THE
THROW.
WHEN ONE FOOT IS POINTING IN ANOTHER DIRECTIONS~ SIDE
ORIENTATION CAN BE PRESENT. LOOK TO SEE IF THE THROWER IS
LOOKING OVER THE SHOULDER FACING THE TARGET.
NO VTR SEGMENTS
THIS BRANCHES TO #23
PAGE #26 M PAGE
88
* * * ARM EXTENSION * * * 1. YOU MAY CHOOSE TO SEE VIDEO VIDEO 000 TO 000. NEXT
PAGE #027
2. YOU MAY CHOOSE TO READ TEXT VIDEO 000 TO 000. NEXT
PAGE #045
CORRECT ANSWERS ARE 1,2
PAGE #27 M PAGE
<VIDEO> WHAT WOULD YOU LIKE NEXT?
1. A DEFINITION
VIDEO 000 TO 000. NEXT PAGE #028
2. A DEMONSTRATION
VIDEO 000 TO 000. NEXT PAGE #031
3. TO SEE AND ASSESS A TRIAL
VIDEO 000 TO 000. NEXT PAGE #032
4. CHANGE TO TEXT MODE
VIDEO 000 TO 000. NEXT PAGE #045
5. RETURN TO THE MAIN MENU
VIDEO 000 TO 000. NEXT PAGE #002
6. QUIT
VIDEO 000 TO 000. NEXT PAGE #092 CORRECT ANSWERS ARE
1,2,3,4,5,6
PAGE #28 M PAGE
<VIDEO> WHAT WOULD YOU LIKE TO SEE? 1. A STILL PICTURE
89
VIDEO 000 TO 000. NEXT PAGE #029
2 • A CLOSE-UP
VIDEO 000 TO 000. NEXT PAGE #030
CORRECT ANSWERS ARE 1,2
PAGE #29 V PAGE
NEXT VTR SEGMENTS 11 TO 11
THIS BRANCHES TO #27
PAGE #30 V PAGE
NEXT VTR SEGMENTS 12 TO 12
THIS BRANCHES TO #27
PAGE #31 V PAGE
NEXT VTR SEGMENTS 13 TO 13
THIS BRANCHES TO #27
PAGE #32 I PAGE
YOU ARE ABOUT TO SEE THREE IDENTICAL SAMPLES OF THE
OVERHAND THROW. YOU WILL BE ASKED TO DETERMINE IF THE
STANDARD WAS PRESENT IN THE PERFORMANCE.
REMEMBER ---
LOOK ONLY FOR ARM EXTENSION.
NO VTR SEGMENT
THIS BRANCHES TO #33
90
RANDOM BRANCH PAGE #34
RANDOM BRANCH PAGE #35
RANDOM BRANCH PAGE #36
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WAS ARM EXTENSION PRESENT DURING THIS PERFORMANCE?
YES
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NO
91
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NO KEYWORD
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WAS ARM EXTENSION PRESENT DURING THIS PERFORMANCE?
YES
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 42
NO
NO VTR SEGMENTS
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NO KEYWORD
NO VTR SEGMENTS
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X
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WAS ARM EXTENSION PRESENT DURING THIS PERFORMANCE?
YES
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 27
NO
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 42
NO KEYWORD
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 42
X
NEXT VIDEO SCENE X TO X
'DEFAULT' PAG~ .•.
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CORRECT ANSWER IS #1
STANDARD COMPUTER REINFORCEMENT
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93
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WAS ARM EXTENSION PRESENT DURING THIS PERFORMANCE?
YES
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 27
NO
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NO KEYWORD
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X
NEXT VIDEO SCENE X TO X
'DEFAULT' PAGE •.•
THIS RESPONSE BRANCHES TO 42
CORRECT ANSWER IS #1
STANDARD COMPUTER REINFORCEMENT
SCORE THIS PAGE
PAGE #42 M PAGE
WHAT WOULD YOU LIKE NEXT?
1. MORE INFO ABOUT THE STANDARD
VIDEO 000 TO 000. NEXT PAGE #043
2. MORE INFO ABOUT HOW TO OBSERVE
VIDEO 000 TO 000. NEXT PAGE #044
94
CORRECT ANSWERS ARE 1,2
PAGE #43 I PAGE
ARM EXTENSION MEANS THAT THE THROWING ARM WILL BE
ALMOST STRAIGHT DURING THE WIND-UP PHASE.
WATCH THE FOLLOWING EXAMPLES WHERE ARM EXTENSION IS
PRESENT.
NEXT VTR SEGMENTS 18 TO 18
THIS BRANCHES TO #22
PAGE #44 I PAGE
TO OBSERVE ARM EXTENSION .•.
IST- WATCH THE THROWING ARM AS IT MOVES BACKWARD DURING THE
WIND-UP. 2ND- FOCUS ON THE ELBOW. IT SHOULD BE NEARLY
STRAIGHT BEFORE THE BALL MOVES FORWARD.
3RD- THE ARM SHOULD NEVER BE COMPLETELY STRAIGHT. THE
ANGLE AT THE ELBOW JOINT IS NEARLY STRAIGHT WHEN
IT APPROACHES 150 DEGREES.
NEXT VTR SEGMENTS 19 TO 19
THIS BRANCHES TO #22
PAGE #45 M PAGE
<TEXT> WHAT WOULD YOU LIKE NEXT? 1. A DEFINITION
VIDEO 000 TO 000. NEXT PAGE #046
2. A DEMONSTRATION
95
VIDEO 013 TO 013. NEXT PAGE #045
3. TO SEE AND ASSESS A TRIAL
VIDEO 000 TO 000. NEXT PAGE #027
4 • RETURN TO THE MAIN MENU
VIDEO 000 TO 000. NEXT PAGE #002
5. QUIT
VIDEO 000 TO 000.
NEXT PAGE #092 CORRECT ANSWERS ARE 1,2,3,4,5,
PAGE #46 I PAGE
DEFINITION FOR STANDARD 2 ---
* * * ARM EXTENSION * * * NEAR COMPLETE EXTENSION OF THE THROWING ARM TO THE REAR
DURING THE WIND-UP PHASE.
THE BALL IS MOVING BACKWARD WHICH IS CONSIDERED THE
WIND-UP PHASE OF THE THROW.
NO VTR SEGMENTS
THIS BRANCHES TO #47
PAGE #47 I PAGE
IF THE THROWER IS SIDE ORIENTED- IT IS LIKELY THAT
ARM EXTENSION WILL BE PRESENT. FOCUS ON THE ELBOW AS THE
BALL APPROACHES THE REAR DURING THE WIND-UP.
X
NO VTR SEGMENTS
THIS BRANCHES TO #45
96
PAGE #48 M PAGE
* * * WEIGHT TRANSFER * * *
1. YOU MAY CHOOSE TO SEE VIDEO
VIDEO 000 TO 000. NEXT PAGE #049
2. YOU MAY CHOOSE TO READ TEXT
VIDEO 000 TO 000. NEXT PAGE #067 CORRECT ANSWERS ARE
1,2
PAGE #49 M PAGE
<VIDEO> WHAT WOULD YOU LIKE NEXT?
1. A DEFINITION
VIDEO 000 TO 000. NEXT PAGE #050
2. A DEMONSTRATION
VIDEO 000 TO 000. NEXT PAGE #053
3. TO SEE AND ASSESS A TRIAL
VIDEO 000 TO 000. NEXT PAGE #054
4. CHANGE TO TEXT MODE
VIDEO 000 TO 000. NEXT PAGE #067
5 • RETURN TO THE MAIN MENU
VIDEO 000 TO 000. NEXT PAGE #002
6. QUIT
VIDEO 000 TO 000. NEXT PAGE #092 CORRECT ANSWERS ARE
1,2,3,4,5,6
PAGE #50 M PAGE
<VIDEO> WHAT WOULD YOU LIKE TO SEE?
97
1. A STILL PICTURE
VIDEO 000 TO 000. NEXT PAGE #051
2 • A CLOSE-UP
VIDEO 000 TO 000. NEXT PAGE #052
CORRECT ANSWERS ARE 1,2
PAGE #51 V PAGE
NEXT VTR SEGMENTS 20 TO 20
THIS BRANCHES TO #49
PAGE #52 V PAGE
NEXT VTR SEGMENTS 21 TO 21
THIS BRANCHES TO #49
PAGE #53 V PAGE
NEXT VTR SEGMENTS 22 TO 22
THIS BRANCHES TO #49
PAGE #54 I PAGE
YOU ARE ABOUT TO SEE THREE IDENTICAL SAMPLES OF THE
OVERHAND THROW. YOU WILL BE ASKED TO DETERMINE IF THE
STANDARD WAS PRESENT IN THE PERFORMANCE.
REMEMBER
LOOK ONLY FOR WEIGHT TRANSFER
NO VTR SEGMENT
THIS BRANCHES TO #55
98
RANDOM BRANCH PAGE #56
RANDOM BRANCH PAGE #57
RANDOM BRANCH PAGE #58
RANDOM BRANCH PAGE #59
PAGE #56 V PAGE
NEXT VTR SEGMENTS 23 TO 23
THIS BRANCHES TO #60
PAGE #57 V PAGE
NEXT VTR SEGMENTS 24 TO 24
THIS BRANCHES TO #61
PAGE #58 V PAGE
NEXT VTR SEGMENTS 25 TO 25
THIS BRANCHES TO #62
PAGE #59 V PAGE
NEXT VTR SEGMENTS 26 TO 26
THIS BRANCHES TO #63
PAGE #60 K PAGE
WAS WEIGHT TRANSFER PRESENT DURING THIS PERFORMANCE?
YES
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 49
NO
99
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 64
NO KEYWORD
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 64
x
NEXT VIDEO SCENE X TO X
'DEFAULT' PAGE •••
THIS RESPONSE BRANCHES TO 64
CORRECT ANSWER IS #1
STANDARD COMPUTER REINFORCEMENT
SCORE THIS PAGE
PAGE #61 K PAGE
WAS WEIGHT TRANSFER PRESENT DURING THIS PERFORMANCE?
YES
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 49
NO
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 64
NO KEYWORD
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 64
X
100
NEXT VIDEO SCENE X TO X
'DEFAULT' PAGE ...
THIS RESPONSE BRANCHES TO 64
CORRECT ANSWER IS #1
STANDARD COMPUTER REINFORCEMENT
SCORE THIS PAGE
PAGE #62 K PAGE
WAS WEIGHT TRANSFER PRESENT DURING THIS PERFORMANCE?
YES
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 64
NO
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 49
NO KEYWORD
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 64
X
NEXT VIDEO SCENE X TO X
'DEFAULT' PAGE •.•
THIS RESPONSE BRANCHES TO 64
CORRECT ANSWER IS #2
STANDARD COMPUTER REINFORCEMENT
SCORE THIS PAGE
101
PAGE #63 K PAGE
WAS WEIGHT TRANSFER PRESENT DURING THIS PERFORMANCE?
YES
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 64
NO
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 49
NO KEYWORD
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 64
x
NEXT VIDEO SCENE X TO X
'DEFAULT' PAGE •.•
THIS RESPONSE BRANCHES TO 64
CORRECT ANSWER IS #2
STANDARD COMPUTER REINFORCEMENT
SCORE THIS PAGE
PAGE #64 M PAGE
WHAT WOULD YOU LIKE NEXT?
1. MORE INFO ABOUT THE STANDARD
VIDEO 000 TO 000. NEXT PAGE #065
2. MORE INFO ABOUT HOW TO OBSERVE
VIDEO 000 TO 000. NEXT PAGE #066
102
CORRECT ANSWERS ARE 1,2
PAGE #65 I PAGE
WEIGHT TRANSFER MEANS THERE IS SMOOTH SHIFT OF THE BODY
WEIGHT TO THE FRONT FOOT. IT MAY INCLUDE A STEP TO THE FOOT
OPPOSITE THE THROWING ARM.
THE REAR FOOT MUST MOVE IN SOME WAY. IT MAY BE LIFTED
AT THE HEEL OR DRUG IN THE DIRECTION. OF THE TARGET. WATCH
THE FOLLOWING EXAMPLES WHERE WEIGHT TRANSFER IS
DEMONSTRATED.
NEXT VTR SEGMENTS 27 TO 27
THIS BRANCHES TO #22
PAGE #66 I PAGE
TO OBSERVE WEIGHT TRANSFER •.•
IST- WATCH THE REAR FOOT AS THE BALL MOVES FORWARD. 2ND- IF
THERE IS NO OPPOSITION- WEIGHT TRANSFER CAN NOT BE PRESENT.
3RD- ANY ACTION WHERE THE REAR FOOT IS LIFTED FROM ITS
POSITION IS CONSIDERED WEIGHT TRANSFER.
NEXT VTR SEGMENTS 28 TO 28
THIS BRANCHES TO #22
PAGE #67 M PAGE
<TEXT> WHAT WOULD YOU LIKE NEXT?
1. A DEFINITION
103
VIDEO 000 TO 000. NEXT PAGE #068
2. A DEMONSTRATION
VIDEO 022 TO 022. NEXT PAGE #053
3. TO SEE AND ASSESS A TRIAL
VIDEO 000 TO 000. NEXT PAGE #049
4 • RETURN TO THE MAIN MENU
VIDEO 000 TO 000. NEXT PAGE #002
5. QUIT
VIDEO 000 TO 000. NEXT PAGE #092
CORRECT ANSWERS ARE 1,2,3,4,5,
PAGE #68 I PAGE
DEFINITION FOR STANDARD 3 ---
* * * WEIGHT TRANSFER * * * A SHIFT OF THE BODY WEIGHT TO THE FRONT FOOT AS THE THROW IS
EXECUTED. .
THE FRONT FOOT MUST BE OPPOSITE FROM THE THROWING ARM
FOR WEIGHT TRANSFER TO BE PRESENT.
NO VTR SEGMENTS
THIS BRANCHES TO #69
PAGE #69 I PAGE
OPPOSITION MUST OCCUR PRIOR TO THE FORWARD MOTION OF
THE BALL FOR WEIGHT TRANSFER TO BE PRESENT. WHEN THE REAR
FOOT IS MOVED IN THE DIRECTION OF THE THROW CONSITUTES
WEIGHT TRANSFER
104
WATCHING THE REAR FOOT IS THE KEY TO ANALYZING WEIGHT
TRANSFER ONCE OPPOSITION HAS BEEN ESTABLISHED.
NO VTR SEGMENTS
THIS BRANCHES TO #67
PAGE #70 M PAGE
* * * HIP/SHOULDER ROTATION * * * 1. YOU MAY CHOOSE TO SEE VIDEO
VIDEO 000 TO 000. NEXT PAGE #071
2. YOU MAY CHOOSE TO READ TEXT
VIDEO 000 TO 000. NEXT PAGE #089
CORRECT ANSWERS ARE 1,2
PAGE #71 M PAGE
<VIDEO> WHAT WOULD YOU LIKE NEXT?
1. A DEFINITION
VIDEO 000 TO 000. NEXT PAGE #072
2. A DEMONSTRATION
VIDEO 000 TO 000. NEXT PAGE #075
3. TO SEE AND ASSESS A TRIAL
VIDEO 000 TO 000. NEXT PAGE #076
4. CHANGE TO TEXT MODE
VIDEO 000 TO 000. NEXT PAGE #089
5. RETURN TO THE MAIN MENU
VIDEO 000 TO 000. NEXT PAGE #002
6. QUIT
105
VIDEO 000 TO 000. NEXT PAGE #092
CORRECT ANSWERS ARE 1,2,3,4,5,6
PAGE #72 M PAGE
<VIDEO> WHAT WOULD TOU LIKE TO SEE?
1. A STILL PICTURE
VIDEO 000 TO 000. NEXT PAGE #073
2 • A CLOSE-UP
VIDEO 000 TO 000. NEXT PAGE #074
CORRECT ANSWERS ARE 1,2
PAGE #73 V PAGE
NEXT VTR SEGMENTS 29 TO 29
THIS BRANCHES TO #71
PAGE #74 V PAGE
NEXT VTR SEGMENTS 30 TO 30
THIS BRANCHES TO #71
PAGE #75 V PAGE
NEXT VTR SEGMENTS 31 TO 31
THIS BRANCHES TO #71
PAGE #76 I PAGE
YOU ARE ABOUT TO SEE THREE IDENTICAL SAMPLES OF THE
OVERHAND THROW. YOU WILL BE ASKED TO DETERMINE IF THE
STANDARD WAS PRESENT IN THE PERFORMANCE.
106
REMEMBER ---
LOOK ONLY FOR HIP/SHOULDER ROTATION
NO VTR SEGMENT
THIS BRANCHES TO #77
RANDOM BRANCH PAGE #78
RANDOM BRANCH PAGE #79
RANDOM BRANCH PAGE #80
RANDOM BRANCH PAGE #81
PAGE #78 V PAGE
NEXT VTR SEGMENTS 32 TO 32
THIS BRANCHES TO #82
PAGE #79 V PAGE
NEXT VTR SEGMENTS 33 TO 33
THIS BRANCHES TO #83
PAGE #80 V PAGE
NEXT VTR SEGMENTS 34 TO 34
THIS BRANCHES TO #84
PAGE #81 V PAGE
NEXT VTR SEGMENTS 35 TO 35
THIS BRANCHES TO #85
107
PAGE #82 K PAGE
WAS HIP/SHOULDER ROTATION PRESENT DURING THIS
PERFORMANCE?
YES
NO VTR SEGMENTS .
THIS RESPONSE BRANCHES TO 71
NO
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 86
NO KEYWORD
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 86
x
NEXT VIDEO SCENE X TO X
'DEFAULT' PAGE •.•
THIS RESPONSE BRANCHES TO 86
CORRECT ANSWER IS #1
STANDARD COMPUTER REINFORCEMENT
SCORE THIS PAGE
PAGE #83 K PAGE
WAS HIP/SHOULDER ROTATION PRESENT DURING THIS
PERFORMANCE?
YES
NO VTR SEGMENTS
108
THIS RESPONSE BRANCHES TO 71
NO
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 86
NO KEYWORD
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 86
x
NEXT VIDEO SCENE X TO X
'DEFAULT' PAGE •••
THIS RESPONSE BRANCHES TO 86
CORRECT ANSWER IS #1
STANDARD COMPUTER REINFORCEMENT
SCORE THIS PAGE
PAGE #84 K PAGE
WAS HIP/SHOULDER ROTATION PRESENT DURING THIS
PERFORMANCE?
YES
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 86
NO
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 71
NO KEYWORD
109
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 86
x
NEXT VIDEO SCENE X TO X
'DEFAULT' PAGE •••
THIS RESPONSE BRANCHES TO 86
CORRECT ANSWER IS #2
STANDARD COMPUTER REINFORCEMENT
SCORE THIS PAGE
PAGE #85 K PAGE
WAS HIP/SHOULDER ROTATION PRESENT DURING THIS
PERFORMANCE?
YES
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 86
NO
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 71
NO KEYWORD
NO VTR SEGMENTS
THIS RESPONSE BRANCHES TO 86
X
NEXT VIDEO SCENE X TO X
'DEFAULT' PAGE •.•
110
THIS RESPONSE BRANCHES TO 86
CORRECT ANSWER IS #2
STANDARD COMPUTER REINFORCEMENT
SCORE THIS PAGE
PAGE #86 M PAGE
WHAT WOULD YOU LIKE NEXT?
1. MORE INFO ABOUT THE STANDARD
VIDEO 000 TO 000. NEXT PAGE #087
2. MORE INFO ABOUT HOW TO OBSERVE
VIDEO 000 TO 000. NEXT PAGE #088
CORRECT ANSWERS ARE 1,2
PAGE #87 I PAGE
SEQUENTIAL HIP/SHOULDER ROTATION MEANS THERE IS AN
UNCOILING OF THE TRUNK INITIATED BY THE HIPS AND FOLLOWED BY
THE SHOULDERS. IT OCCURS AS THE WEIGHT IS SHIFTED TO THE
FRONT FOOT.
THE HIPS SHOULD ROTATE PAST THE TARGET. WHEN THERE IS
NO OPPOSITION- HIP/SHOULDER ROTATION IS NOT PRESENT.
NEXT VTR SEGMENTS 36 TO 36
THIS BRANCHES TO #22
PAGE #88 I PAGE
TO OBSERVE HIP/SHOULDER ROTATION •..
111
IST- LOOK FOR WEIGHT TRANSFER TO THE FRONT FOOT. THE HIPS
WILL BEGIN TO TURN IN THE DIRECTION OF THE THROW. 2ND
WATCH FOR THE THROWING ARM TO LAG BEHIND THE HIPS. 3RD
WATCH FOR COMPLETION OF THE THROWING MOTION- THE HIPS SHOULD
BE TURNED PAST THE TARGET.
NEXT VTR SEGMENTS 37 TO 37
THIS BRANCHES TO #22
PAGE #89 M PAGE
<TEXT> WHAT WOULD YOU LIKE NEXT?
1. A DEFINITION
VIDEO 000 TO 000. NEXT PAGE #090
2. A DEMONSTRATION
VIDEO 031 TO 031. NEXT PAGE #075
3. TO SEE AND ASSESS A TRIAL
VIDEO 000 TO 000. NEXT PAGE #071
4. RETURN TO THE MAIN MENU
VIDEO 000 TO 000. NEXT PAGE #002
5. QUIT
VIDEO 000 TO 000. NEXT PAGE #092
CORRECT ANSWERS ARE 1,2,3,4,5,
PAGE #90 I PAGE
DEFINITION FOR STANDARD 4
* * * HIP/SHOULDER ROTATION * * *
112
A SEQUENTIAL UNCOILING OF THE TRUNK WHICH IS INITIATED BY
THE HIPS AND FOLLOWED BY THE SHOULDERS.
THE HIPS TURN PAST THE TARGET. WHEN SIDE ORIENTATION
IS NOT PRESENT HIP/SHOULDER ROTATION CAN NOT OCCUR.
NO VTR SEGMENTS
THIS BRANCHES TO #91
PAGE #91 I PAGE
HIP/SHOULDER BEGINS AS THE WEIGHT IS TRANSFERED TO THE
FRONT FOOT. THE FRONT FOOT MUST BE IN OPPOSITION TO THE
THROWING ARM.
IF THE ROTATION OF THE HIP AND SHOULDER OCCUR AT THE
SAME TIME--- LOOK FOR THE FOREARM TO LAG BEHIND THE
SHOULDER. IF THIS OCCURS- ROTATION IS PRESENT.
NO VTR SEGMENTS
THIS BRANCHES TO #89
PAGE #92 I PAGE
THIS COMPLETES THE OVERHAND THROW LESSON.
NO VTR SEGMENT
THIS BRANCHES TO #0.
113
Appendix c: Approval/Request Forms
114
Mrs. Lois Atkins Principal Fallon Park Elementary School 502 19th street SE Roanoke, VA 24016
April 14, 1986
Dear Mrs. Atkins,
I am writing to request that I be allowed to videotape children performing the overhand throw on Tuesday, April 15, 1986. The purpose of this videotaping is to visually document the various stages that occur in the motor development of the overhand· throw. This videotape will be combined with a computer program in order to produce an interactive video training tape that will be used in conjuction with our teacher education program at Virginia Tech.
The efficiency with which children learn motor skills is of increasing concern to physical educators. Serious efforts are being made to ensure that maximum learning occurs in the alloted time. Despite our efforts there is evidence that suggests that children are not achieving at performance levels as judged by experts (Reuschlein and Vogel , 1982). The purpose of this study is to investigate the validity of an interactive video motor assessment training program designed to aid preservice teachers in the detection of the performance criteria of the overhand throw.
If, as indicated by the MEAP investigation (Reuschlein & Vogel, 1982), children are not demonstrating mature levels of performance, lowering the standards would only accomodate poor performance and contradict motor learning research findings. To make a difference in the motor development of children our efforts must work to ensure that motor performance reflect the qualitative aspects associated with mature performance. It seems relevant then to examine the ability of preservice teachers to identify and articulate performance criteria.
The ability to accurately perceive movement is the key to assessing learning in physical education. The teacher observes the various stages of learning and in doing so present information as well as past experience is revealed
115
An assessment provides further insight into the direction instruction must take acutalizing a toql quite necessary in effective teaching.
The development of a system for error detection is important and should focus on discrepencies between the observed and the desired response. Experience is also important because it adds to the knowledge base of the teacher, this leads to the ability to detect errors more efficiently.
Through the use of interactive video technology we can design a variety of learning options to teach the skill of observation. Not only does interactive video technology provide us with a systematic approach for monitoring the strategies that are used by a varitey of learners it also provides insight into abstract teacher behavior. If interactive video is a valid method of teaching preservice teachers to detect performance errors more efficiently we will have made significant gains in the ability to train them.
The logistics of this session will involve one camera operator and me for a period of about one hour. We would like to be outdoors for that period so we can avoid lighting the gymnasium. In the event of inclimate weather we will need to be in the gymnasium space. If possible, we would like to request that Ms .. Nicely be present in order to provide the safest environment for your students. The final product will consist of approximately 16 video segments of children performing the entire movement, 8 close up shots of various body parts during the performance which include the action of the trunk, arms, and feet, and 8 still f~ames that will be taken from the aforementioned 16 shots. Students will be given a verbal request to throw a ball as hard and as accurately as possible. Each child who has returned a permission form will be given at least 5 trials in which various shots will be made. In addition, children who demonstrate mature throwing patterns will be used as model samples and will most likely be requested to perform additional trials. We will provide the necessary equipment which will consist of a target 6 foot in diameter and softballs or rag balls which is dependent on the age group of children participating. We would prefer children in grade 3, 4, 5, or 6 be given the permission forms so we are sure to have more mature throwing patterns. Children who are used in the final product will not be identified in any
116
manner other than through the demonstration of various stages of throwing.
We will be more than happy to accomodate any requirements that you feel would contribute to the effectiveness of this project. We sincerely appreciate "your cooperation and upon completion will share this project if there is sufficient interest.
Sincerely,
Kathy S. Eddleman Department of Health, Physical Education, Recreation and Dance Virginia Tech Blacksburg, VA 24061
117
Appendix D: Informed Consent
118
Dear Parents,
On Tuesday, April 15, 1986 I will be at Fallon Park Elementary School to videotape children performing the overhand throw. The purpose of this videotaping is to visually document the different stages children demonstrate in the motor development of the overhand throw. This videotape will be used in conjunction with our teacher education program at Virginia Tech Univeristy so that we might better train our preservice teachers to identify these stages. It is not our intent to evaluate the performance of the children participating but to describe the various stages we (as physical educators) know occur in the development of mature throwing patterns. Through the use of videotaping we feel that we can provide our preservice teachers with an opportunity to observe and identfy these stages before actually conducting physical education instruction. Because we are committed to excellence in education we are requesting that your child be allowed to participate in this project as we strive to better educate our teachers. You can be assured that your child will not be identified in any manner. We appreciate your cooperation in this matter.
If you have any questions or would simply like more information about this project please contact me at the following address. Once again, thank you for your cooperation.
Sincerely,
Kathy S. Eddleman
For more information., contact:
Kathy S. Eddleman Division of Health, Physical Education, Recreation and Dance Virginia Tech Blacksburg, VA 24061 (703) 961-6561
982-8020 Office Home ( local)
119
My child has permission to participate in the videotaping project that will be conducted on Monday, April 15, 1986 in conjunction with Virginia Tech University.
Name of child Date
Signature of Parent/Guardian
120
Appendix E: Interactive Video Training Manual
121
TABLE OF CONTENTS
NOTE:
INTRODUCTION. • • • • . • • • • • . • • • • . • . • • . •• 1
GETTING STARTED •••••••••••••••••••.• 3
GENERAL INFORMATION •••.....•..•...•. 4
STEP BY STEP INSTRUCTIONS .•......•.. 6
ALL SYSTEMS GO .•••••••••••••••••••. 7
SYSTEM INITIALIZATION •..••..•..•.• 8
IT'S YOUR MOVE .•••••..•••.•.••..... 15
122
INTRODUCTION
It is recommended that sections of this manual be read
Prior to beginning VTIVMAS. The sections entitled 'ALL
SYSTEMS GO' and 'IT'S YOUR MOVE' are essential for
understanding how the system operates.
You are strongly encouraged to use this package to
create a lesson that best meets your needs. There is no
time limit. Take as much or as little time you need to
develop competence in qualitative movement analysis of the
overhand throw.
123
WELCOME TO THE VIRGINIA TECH
INTERACTIVE VIDEO MOTOR ASSESSMENT SYSTEM
(V T I V MAS)
i24
Interactive video is a relatively new educational
technology which allows a computer to control a video
cassette recorder (VCR).
What's exciting is that you don't need to be a
computer expert to use the system. In fact, it's easy and
you control it.
This type of technology allows you to decide the
progression through each lesson; that is, what you will see
or read and when.
The Virginia Tech Interactive Video Motor Assessment
System (VTIVMAS) is a self-contained learning package.
The purpose of VTIVMAS is to provide training in
qualitative movement analysis. QualItative movement
analysis refers to standards of performance which are
related to biomechanically correct technique.
This lesson will teach you four standards associated
with the mature performance of the overhand throw.
125
GETTING STARTED
To begin the VTIVMAS you will need the three items
listed below. If you have any questions ask your
supervisor.
1. 1/211 Video cassette
IIVTIVMAS"
"Overhand Throw ll
IIKathy S. Eddleman"
2. Computer Disk
"VTIVMAS: Overhand Throw"
3. Interactive video motor assessment manual "Virginia
Tech Interactive Video Motor Assessment System"
ONCE YOU HAVE THESE ITEMS YOU MAY PROCEED.
126
GENERAL INFORMATION
You do not need to be an expert to use this system!
However, there are a few general rules that you should keep
in mind while using this program.
1. Once the VCR is turned on you will not need to adjust
the controls until the end of the program when you will turn
it off.
BE PATIENT! The VCR takes a little time to find each scene.
2. When the red light on the disk drive is on, information
is being placed in the memory of the computer. Do not type
on the keyboard while this light is on.
3. A flashing cursor will often appear in the lower right
hand portion of your screen. A flashing "D" means that
information is being loaded from the disk. A flashing "M"
means more memory is being made available and a flashing "L"
means information is being loaded into the memory.
Again, BE PATIENT. There is no need to use any keys once
you have entered your initial choice.
127
4. You may adjust the volume and the contrast for the
monitor to suit your taste. USE THE CONTROLS ON THE
MONITOR.
5. When your are ready to quit, please select a QUIT option
from the computer. DO NOT JUST TURN THE POWER OFF or you
will lose the record of your lesson.
IF AT ANY POINT YOU ARE UNSURE OF WHAT TO DO NEXT .... CALL
YOUR SUPERVISOR.
128
STEP BY STEP INSTRUCTIONS
Now you are ready to begin the -"Overhand Throw" lesson.
This portion of the manual is broken down into three
parts: ALL SYSTEMS GO, SYSTEM INITIALIZATION AND IT'S YOUR
MOVE. The three parts describe the steps necessary complete
the VTIVMAS program.
ALL SYSTEMS GO describes the steps necessary to turn on all
power sources.
SYSTEM INITIALIZATION describes the computer operations that
will occur while the systems are being initialize.
Illustrations of the screens that will appear on your
monitor will be presented to ensure proper initialize of
your program.
IT'S YOUR MOVE describes the choices that you may make
during the VTIVMAS program.
LET'S GET STARTED!
129
ALL SYSTEMS GO
1. Turn on the power to the VCR. The power switch is
located on the front lower left hand corner. Push it in for
ON. Lights on the front of the VCR will appear when the
machine is on.
2. Remove the cover from the cassette. Insert the cassette
into the VCR. BE SURE THE LABEL ON THE CASSETTE CAN BE
READ. Push the cassette into the slot and the VCR will drop
the cassette into place. The STOP control will be lit.
3. Monitors may vary. Find the proper ON/OFF switch on the
monitor and turn it on. Remember that audio will be played
with selected video scenes and the volume control may need
to be adjusted.
4. Insert the computer disk into DRIVE 1 following the
direction of the arrow on the front of the disk. The label
should be in an up position and the notch should be on the
left hand side of the disk. Push down to close the door.
130
5. Turn on the power to the computer. The switch is
located on the back lower left corner of the keyboard. Push
up for on.
131
SYSTEM INITIALIZATION
This section will describe and illustrate the pages
that will appear on your screen during the initialization
process.
SIMPLY FOLLOW THE DIRECTIONS ON THE COMPUTER SCREEN.
This section is intended to be used as a reference.
There is no need to follow it step by step unless you
encounter problems.
132
VIRGINIA TECH PRESENTS .•.
* * *INTERACTIVE VIDEO * * *
840101
'THE INSTRUCTOR'
MASTER DISK 4.2
SERIAL # 2356 M31
(C)1983 BCD. ALL RIGHTS RESERVED
PRESS SPACEBAR TO PROCEED
If this screen does not appear, remove the video cassette
from the VCR and begin the ALL SYSTEMS GO procedures again.
133
THANK YOU ! ! !
..• FOR USING THE BCD INTERACTIVE SYSTEM.
PLEASE TYPE THE FOLLOWING INFORMATION:
PLEASE PRESS THE <RETURN> KEY AFTER EACH ENTRY.
WHAT'S YOUR NAME
(FIRST & LAST) >
AND PLEASE YOUR STUDENT ID#
If you make a mistake while typing in any information, use
the arrow keys to move the cursor. Simply type over the old
information.
Your student ID# was assigned to you at the beginning of the
training. Please be sure to type in the appropriate #. If
you are unsure, please ask your supervisor.
134
HI,
YOUR ID# IS ___ _
CORRECT? (PRESS Y OR N>
EXAMPLE: 1/15/85
DATE>
TODAY'S DATE IS
IT IS TUESDAY
CORRECT (PRESS Y OR N>
Type in the information accurately. You may use the arrow
keys to move the cursor OR you may use the Y or N option.
Selecting the Y will continue the program through the
initialization. Selecting the N will let you retype the
information.
135
OKAY, _
HERE ARE THE AVAILABLE LESSONS:
1.0VERHAND THROW
PLEASE TYPE THE NUMBER OF YOUR CHOICE.
(PRESS 'ESC' IF YOU WANT TO QUIT NOW.)
THE LESSON YOU WANT IS CALLED 'OVERHAND THROW'
CORRECT? (PRESS Y OR N)
There should only be one lesson for you to choose. If any
other lesson titles appear, please consult your supervisor.
DO NOT SELECT THE QUIT OPTION. This will cause the
initialization process to be terminated.
136
HERE WE GO ....
I'M GETTING THE "OVERHAND THROW'
LESSON READY FOR YOU ..•
IT WILL TAKE A FEW MOMENTS ..•.
PLEASE STAND BY ••.
NOW LOADING VIDEO DATAFILE
SYSTEM INITIALIZATION IN PROCESS
This screen will indicate the 37 video scenes that are being
loaded into the computer memory.
THE VCR WILL BE ACTIVATED AND WILL PLAY FOR A FEW FRAMES.
This is done automatically. There is no need for you to
alter the controls on the VCR. The video cassette number is
being read during this process. The screen should show the
tape number as "1".
137
THANKS, __ _
YOU MAY INTERRUPT A
VIDEO SCENE BY PRESSING THE SPACE BAR.
YOU MAY RESUME IF YOU WISH.
NOTE A FLASHING 'D' MEANS
THE SYSTEM IS LOADING FROM THE DISK.-
A FLASHING 'M ' MEANS
OKAY, __ _
THE SYSTEM IS MAKING MORE MEMORY ROOM
A FLASHING ILl MEANS INFORMATION IS
BEING LOADED INTO THE MEMORY.
, NOW JUST PRESS THE SPACE BAR AND WEILL
BEGIN.
This'is the last screen of the initialization process. Once
you press the space bar a video scene will appear as an
introduction to the overhand throw lesson.
REMEMBER YOU CAN INTERRUPT A VIDEO SCENE BY PRESSING THE
SPACE BAR. A menu will appear which will help you make a
selection from the point you exited the scene.
NOW, you decide what will happen next ....•....
138
ITS YOUR MOVE
The 'Overhand Throw' lesson is broken down into 4
MODULES. There is one for each qualitative standard you
will be learning.
Each MODULE is identical in design. The only
difference is in the information and video scenes presented.
You choose the MODULE from the MAIN MENU.
Each MODULE let's you choose the MODE. It also gives
you lots of choices of information from the OPTIONS MENU.
LET'S CONTINUE TO FIND OUT MORE ABOUT THE 'OVERHAND THROW' LESSON.
139
The following MAIN MENU will appear on your screen. These are the 4 modules (one for each stand~rd).
« MAIN MENU» WHERE WOULD YOU BEGIN?
1. STANDARD 1 - SIDE ORIENTATION
2 . STANDARD 2 - ARM EXTENSION
3 • STANDARD 3 - WEIGHT TRANSFER
4. STANDARD 4 - HIP/SHOULDER ROTATION
5. QUIT
PRESS THE NUMBER OF YOUR CHOICE ....
140
Each module contains 2 MODES. They are:
1. A VIDEO MODE which allows you to see a video scene with
each option you choose.
2. A TEXT MODE which allows you to read information from
the screen without viewing the video. The information in
the text mode is different from the video mode.
Here's an example of the screen you will see to select the
mode.
* * * SIDE ORIENTATION * * * 1. You may choose to see video
2. You may choose to read text
You may alternate between modes as often as you like.
Note: the <VIDEO> or <TEXT> label will appear at the top of
your screen to help you keep track of the mode you have
selected.
141
The OPTIONS MENU will appear on the screen when you
select the mode. This option will allow you to decide what
information you will receive and how you receive it. It
also let's you practice qualitative analysis of overhand
throw trials. YOU CAN NOT PRACTICE QUALITATIVE ANALYSIS
FROM THE TEXT MODE.
Here's an example of the OPTIONS MENU:
<VIDEO> WHAT WOULD YOU LIKE NEXT?
1. A DEFINITION
2. A DEMONSTRATION
3. TO SEE AND ASSESS A TRIAL
4. CHANGE TO THE TEXT MODE
5. RETURN TO THE MAIN MENU
6. QUIT
PRESS THE NUMBER OF YOUR CHOICE ••.
142
The following is a summary of the options available
from the OPTIONS MENU for the video mode. The text mode
does not permit the option TO SEE AND ASSESS A TRIAL.
1. A DEFINITION
This option let's you choose between a STILL PICTURE and
CLOSE-UP.
A STILL PICTURE shows the full body position when the
standard is being properly executed. A verbal definition is
given.
A CLOSE-UP shows the parts of the body that should be
observed when analyzing the throw. A computer graphic
label identifies the standard.
2. A DEMONSTRATION lets you see a model sample of all
standards being demonstrated correctly.
3. TO SEE AND ASSESS A TRIAL
This option gives you a chance to practice qualitative
movement analysis. Four- different video scenes have been
identified. These scenes are randomly selected by the
computer to test your skill.
143
Three identical samples of the overhand throw will be
shown followed by a question. The computer will let you
know if you're RIGHT or WRONG.
RIGHT answers take you back to the potions menu for
more practice or other selections.
WRONG answers take you to more choices ..•
You may choose MORE INFO. ABOUT THE STANDARD or, MORE
INFORMATION ABOUT HOW TO OBSERVE. Each option combines
computer information with video scenes illustrating correct
and incorrect performances.
4. CHANGE TO THE TEXT MODE
This option lets's you change the mode of information
you will receive.
CHANGING BETWEEN MODES ACROSS MODULES IS NOT POSSIBLE.
5. RETURN TO THE MAIN MENU
This option let's you choose the standard you wish to
learn. Changing standards can only occur from the main
menu.
144
6. QUIT
This option let's you exit the program. The computer
will automatically map and score your performance. You may
receive the record of your performance at the conclusion of
this project.
It is important that you return the system to the state you
found it in by unloading the disk, video tape and turning
everything off.
145
Appendix F: written Materials
146
STANDARD 1
SIDE ORIENTATION
SIDE ORIENTATION PARALLEL TO THE INTENDED DIRECTION OF THE THROW
--Side orientation means that the feet will be parallel to the target during the wind-up.
The head should be turned so the thrower is looking over the shouLder.
--The key to analyzing side orientation lies in a clear definition of the word parallel.
As the balL moves backward (wind-up), the rear foot should be parallel to the direction
of the throw.
--When the front foot is pointing is pointing in another direction, side orientation can
be present. Watch to see if the thrower is looking over the shoulder facing the target.
The front foot must be opposite the throwing hand.
To observe side orientation:
1. Watch the feet. Are they parallel to the target? Is the front foot opposite the
throwing hand?
2. Watch the head and shoulders. Is the thrower looking over the shoulder facing the
target?
3. Watch the ball as it moves backward. This is when you should make your decision.
147
STANDARD 2
ARM EXTENSI9N
NEAR COMPLETE EXTENSION OF THE THROWING ARM TO THE REAR
DURING THE WIND-UP.
--Arm extension means that the throwing arm will be almost straight during the wind-up
phase.
--If the thrower is side oriented then arm extension can occur. Focus on the elbow as
the ball approaches the rear during the wind-up.
--Arm extension must be identified before the ball starts forward.
To observe ar. extension:
1. Watch the throwing arm as it moves backward during the wind-up. Is the ball moving
backward?
2. Focus on the elbow. Is it nearly straight before the ball begins to move forward?
3. The arm should never be completely straight. The angle at the elbow is nearly
straight when the elbow joint approaches 150 degrees.
148
STANDARD 3
WEIGHT TRANSFER
WEIGHT TRANSFER TO THE FOOT OPPOSITE THE THROWING ARM AS THE
THROWING HAND PASSES ABOVE THE SHOULDER.
--Weight transfer means there is a smooth shift of the body weight to the front foot.
This must occur as the throw is being executed. It may include a step to the foot
opposite the throwing arm.
--The rear foot must move in some way. It may be lifted at the heel or drug in the
direction of the target.
--Opposition must occur prior to the forward motion of the ball for weight transfer to be
present. The rear foot moved in the direction of the thrown constitutes weight transfer.
To observe weight transfer:
1. Watch the front foot. Is there opposition? When there is no opposition weight
transfer can not be present.
2. Watch the rear foot as the ball moves forward. Does it move in the direction of the
target?
3. Watch the ball. Is it moving forward? Any action where the rear foot is Lifted from
its position is considered weight transfer if the ball is moving forward.
149
STANDARD 4
STANDARD MARKED SEQUENTIAL HIP AND SHOULDER ROTATION
--Sequential hip/shouLder rotation means there is an uncoiling of the trunk initiated by
the hips and followed by the shoulders. It occurs as the weight is shifted to the front
foot.
--"rhe hips should rotate past the target. When there is no opposition hip/shoulder
rotati~n can not be present.
--If the rotation of the hip and shouLder occur at the same time, Look for the forearm to
Lag behind the hips. If this occurs, rotation is present.
To observe hip/shoulder rotation:
1. Watch the front foot. Is the weight shifting to the front foot? The hips wiLL begin
to turn in the direction of the throw.
2. Watch for the throwing arm to lag behind the hips. Are the hips and shouLders moving
at the same time?
3. Watch for the completion of the throwing motion. Are the hips turned past the
direction of the target?
150
Appendix G: Testing Manual
151
TESTING PROTOCOL
The testing procedures outlined in this manual should be
followed during the test administration on days 1 and 3 of
the project.
The test administrator should make note of any events which
occur that are not outlined in the procedures.
152
EQUIPMENT CHECKLIST
The following equipment will be necessary to complete the VTIVMAS testing.
Check the following items:
Testing manual
1/2" video cassette player
Color monitor (audio turned off)
Remote control
Striking sample video tape
Pre-test video tape
Student test booklets (1 each)
Student answer sheets (4 each)
4 large manila envelopes
Sharpened pencils (1 box)
Testing site
Testing sign
153
SET-UP
Complete the following prior to the scheduled testing time on day 1 or 3.
Check the following items:
Properly connect the VCR and monitor.
Place tape #1 in the VCR and rewind to the beginning.
Turn the volume on the monitor off.
position VCR set up so that all subjects can
see the monitor.
Place a sharpened pencil and a test booklet (face down) on the desk top for each subject.
Insert an answer sheet between the title page and page 1 (answer sheet # 1-14).
position the test administrator with the remote control close to the VCR set up.
Have appropriate tapes ready.
Place the testing# sign on the door.
154
STEP 1
Have the subjects seated at a desk with a test booklet.
Instruct the subjects not to open the test booklet until
they are told to do so.
Read this to the sUbjects:
"PLEASE BE SEATED AT A DESK WHERE THERE IS A TEST BOOKLET.
DO NOT OPEN lOUR BOOKLET UNTIL lOUR ARE INSTRUCTED TO DO SO."
Turn the page.
155
STEP 2
After all subjects have been seated read the following information to them.
"MY NAME IS AND I WILL BE CONDUCTING ALL ASPECTS
OF THIS PROJECT. SINCE THIS IS RESEARCH, THERE ARE CERTAIN
PROCEDURES THAT MUST BE FOLLOWED. LET ME EXPLAIN THESE TO YOU."
1. "YOU ARE EXPECTED TO ATTEND 3 SESSIONS AS FULFILLMENT
OF YOUR AGREEMENT TO PARTICIPATE. SOME OF YOU WILL
EXPERIENCE TRAINING DURING THE REGULARLY SCHEDULED
CLASS TIME. OTHERS WILL BE ALLOWED TO MISS A
PARTICULAR CLASS PERIOD BUT ARE EXPECTED TO COMPLETE
THE TRAINING OUTSIDE OF CLASS TIME. AT THIS POINT,
WE DO NOT KNOW WHO WILL MAKE UP THESE GROUPS."
2. "YOU ARE EXPECTED TO CONCENTRATE AND DO YOUR BEST
THROUGHOUT THIS PROJECT. '!
3 . "YOU MAY NOT DISCUSS THE EVENTS OF THIS PROJECT WITH
ANYONE UNTIL ITS COMPLETION."
Turn the page.
156
STEP 3
Read the following information to the sUbjects.
"YOU WILL FIND A TEST BOOKLET ON THE DESK IN FRONT OF YOU.
DO NOT OPEN IT UNTIL YOUR ARE INSTRUCTED TO DO SO."
"CHECK TO SEE IF YOUR BOOKLET CONTAINS AN ANSWER SHEET."
"WRITE YOUR NAME ON THE ANSWER SHEET NOW."
Turn the page.
157
STEP 4
Read the following to the subjects:
"OPEN YOUR BOOKLETS TO PAGE 1."
IITHANK-YOU FOR PARTICIPATING IN THIS PROJECT."
"YOU MAY OBTAIN THE RESULTS OF THIS TEST AT THE CONCLUSION
OF THE PROJECT BY COMPLETING THE INFORMATION BELOW. IF YOU
WOULD LIKE THE RESULTS, COMPLETE THIS INFORMATION NOW. II
"WAIT. DO NOT TURN THE PAGE UNTIL INSTRUCTED TO DO SO."
Turn the page.
158
STEP 5
Read the following to the subjects:
"TURN TO PAGE 2 OF YOUR BOOKLET. PLEASE PRINT THE
REQUESTED INFORMATION."
"PRINT YOUR FIRST AND LAST NAME."
MARK FEMALE OR MALE."
"PRINT THE LETTERS 'PRE' OR 'POST' AND TODAY'S DATE."
"INDICATE YOUR CURRENT CLASS STATUS BY CHECKING ONE OF THE
FOLLOWING: FRESHMAN: SOPHOMORE; JUNIOR; SENIOR; GRADUATE;
Major
"PLEASE CHECK IF YOU ARE A PHYSICAL EDUCATION MAJOR. IF YOU
ARE NOT, CHECK 'OTHER' AND PRINT YOUR MAJOR ON THE SAME LINE."
"WAIT. DO NOT TURN THE PAGE UNTIL YOU ARE INSTRUCTED TO DO
SO."
Turn the page.
159
STEP 6
When all subjects have completed the demographic
information, read the following information.
"TURN TO PAGE 3 OF YOUR BOOKLET AND READ ALONG AS I READ
ALOUD. "
"THE FOLLOWING TEST IS BEING ADMINISTERED TO SEE IF
YOU CAN IDENTIFY 4 QUALITATIVE STANDARDS ASSOCIATED WITH
THE MATURE PERFORMANCE OF THE OVERHAND THROW." "A
QUALITATIVE STANDARD REFERS TO ELEMENTS RELATED TO
BIOMECHANICALLY CORRECT TECHNIQUE." "FIRST, YOU WILL BE TOLD
WHICH STANDARD YOU WILL IDENTIFY. THIS WILL BE IN THE FORM
OF A QUESTION. FOR EXAMPLE: 'IS PRESENT IN THIS
PERFORMANCE?'II "THE QUESTION WILL BE FOLLOWED BY A VIDEO
SAMPLE OF THE OVERHAND THROW. II
"EACH SAMPLE WILL BE SHOWN CONSECUTIVELY 3 TIMES AND WILL
LAST APPROXIMATELY 8 TO 12 SECONDS. IT IS RECOMMENDED THAT
YOU DIRECT YOUR ATTENTION TO THE MONITOR PRIOR TO EACH
SAMPLE. YOU WILL BE REMINDED OF THIS THROUGHOUT THE TEST."
"NEXT, YOU WILL MARK YOUR ANSWER SHEET BY BLACKENING THE
CORRESPONDING CIRCLE UNDER THE HEADINGS: YES OR NO. II
160
"YES MEANS THE STANDARD IS PRESENT." IINO MEANS THE STANDARD
IS NOT PRESENT." "WAIT. DO NOT TURN THE PAGE UNTIL
INSTRUCTED TO DO SO.
Turn the page.
161
STEP 7
Answer any questions that may be asked. Do not identify the
standards in any manner. When all questions have been
answered, read the following information.
"TURN TO PAGE 4 OF YOUR BOOKLET."
"TRY THIS PRACTICE QUESTION. YOU WILL BE SHOWN A SAMPLE OF
THE SKILL STRIKING."
"THE STANDARD YOU ARE TO IDENTIFY IS RACQUET CONTACT WITH
THE BALL WHILE THE HAND IS BELOW THE ELBOW."
"THE ACTUAL TEST WILL SHOW YOU 3 IDENTICAL SAMPLES."
"WATCH THE MONITOR."
Read the question: "IS RACQUET CONTACT PRESENT IN THIS
PERFORMANCE?"
Play the striking video sample now. stop tape at the end of
the sample. Read the following: .. MARK YOUR ANSWER."
"WAIT. DO NOT TURN THE PAGE UNTIL INSTRUCTED TO DO SO.
Turn the page.
162
STEP 8
Insert tape #2 into the VCR. Rewind the tape to the
beginning.
Read the following to the sUbjects:
IlTURN TO PAGE 5 OF #OUR BOOKLET. PLEASE ASK AND QUESTIONS
NOW. II
IIWAIT. DO NOT TURN THE PAGE UNTIL INSTRUCTED TO DO SO."
Answer any questions. Do not identify the standards in any
manner.
Turn the page.
163
STEP 9
When all questions have been answered, read the following:
"TURN TO PAGE 6 OF YOUR BOOKLET.1f
"CHECK TO MAKE SURE YOUR NAME IS ON THE ANSWER SHEET."
"WAIT. DO NOT TURN THE PAGE UNTIL INSTRUCTED TO DO SO."
Turn the page.
164
STEP 10
Check to make sure all names are on the answer sheets. Read
the following to the subjects:
"TURN TO PAGE 7 OF tOUR TEST BOOKLET. READ ALONG AS I READ
ALOUD. II
"I WILL REMIND YOU NOT TO TALK DURING THIS TEST AND PLEASE USE YOUR TEST BOOKLET TO COVER YOUR ANSWER SHEET DURING THE
TEST. ONCE THE TEST HAS BEGUN, YOU MAY NOT ASK AND QUESTIONS."
"NOW YOU WILL BE SHOWN THE STANDARDS YOU ARE TO IDENTIFY.
THIS WILL APPEAR ON YOUR SCREEN FOR APPROXIMATELY 25
SECONDS. DO NOT RECORD THESE STANDARDS IN ANY MANNER."
YOU MAY CLOSE YOUR BOOKLET AND DIRECT YOUR ATTENTION TO THE
MONITOR."
"THE TESTING WILL NOW BEGIN."
Turn the page.
165
STEP 11
Read the following to the sUbjects:
"YOU ARE ABOUT TO SEE THE 4 STANDARDS YOU WILL BE ASKED TO
IDENTIFY. TRY TO REMEMBER THEM AS BEST YOU CAN. YOU WILL
ONLY BE SHOWN THESE 1 TIME DURING THE TEST."
WATCH THE MONITOR.II
Play the video scene identifying the standards. Put the VCR
in 'pause' went the screen goes to black.
Turn the page.
166
STEP 12
Read the following to the sUbjects:
"WE WILL BEGIN WITH QUESTION :# 1."
"WATCH THE SAMPLE CAREFULLY AND DECIDE IF THE STANDARD WAS
PRESENT IN THE PERFORMANCE. REMEMBER, THE 3 TRIALS ARE
IDENTICAL. II
Turn the page.
167
STEP 13
Play the video samples #'s 1-14. Put the VCR in 'Pause'
after each sample goes to black.
Begin testing by saying: "WATCH THE MONITOR. II
Turn the page.
168
PRE-TEST ORDER (BLOCK 1)
1. Is SIDE ORIENTATION present in this performance?
Watch the monitor .•.•
Play the scene ••.•
Mark your answer •..
2. Is WEIGHT TRANSFER present in this performance?
Watch the monitor ....
Play the scene •.••
Mark your answer ...
3. Is SIDE ORIENTATION present in this performance?
Watch the monitor ... .
Play the scene ... .
Mark your answer .. .
4. Is HIP/SHOULDER ROTATION present in this performance?
Watch the monitor ...•
Play the scene •...
Mark your answer ...
5. Is SIDE ORIENTATION present in this performance?
Watch the monitor ....
Play the scene ..•.
Mark your answer .•.
169
6. Is HIP/SHOULDER ROTATION present in this performance?
Watch the monitor ....
Play the scene ••.•
Mark your answer •.•
7. Is WEIGHT TRANSFER present in this performance?
Watch the monitor •.•.
Play the scene ....
Mark your answer ...
B. Is WEIGHT TRANSFER present in this performance?
Watch the monitor •...
Play the scene .•..
Mark your answer •..
9. Is SIDE ORIENTATION present in this performance?
Watch the monitor ..•.
Play the scene ..•.
Mark your answer •..
10. Is WEIGHT TRANSFER present in this performance?
Watch the monitor ....
Play the scene ....
Mark your answer ...
170
11. Is HIP/SHOULDER ROTATION present in this performance?
Watch the monitor ....
Play the scene .•.•
Mark your answer ..•
12. Is WEIGHT TRANSFER present in this performance?
Watch the monitor ••••
Play the scene ... .
Mark your answer .. .
13. Is WEIGHT TRANSFER present in this performance?
Watch the monitor ....
Play the scene •...
Mark your answer ...
14. Is WEIGHT TRANSFER present in this performance?
Watch the monitor ••.•
Play the scene •.••
Mark your answer ...
171
STEP 14
After video sample #14 has been completed, rewind the video
tape to the first video sample.
Read the following to the sUbjects:
"CHECK YOUR ANSWER SHEET TO MAKE SURE ALL 14 QUESTIONS HAVE
BEEN ANSWERED."
"PUT YOUR ANSWER SHEET IN THE ENVELOPE WHEN IT COMES TO
YOU."
"TAKE A SECOND ANSWER SHEET WITH QUESTION #'S 15-28." "PRINT
YOUR NAME AND DATE ON THE ANSWER SHEET."
Check all answer sheets for names.
172
STEP 15
Play the video samples #'s 15-28. Put the VCR in 'pause'
after each sample goes to black.
Begin testing by saying: "THE NEXT 14 QUESTIONS YOU WILL
ANSWER FOLLOW THE SAME FORMAT AS THE SET YOU JUST COMPLETED.
WATCH THE MONITOR."
Turn the page.
173
PRE-TEST ORDER (BLOCK 1)
15. Is HIP/SHOULDER ROTATION present in this performance?
Watch the monitor .••.
Play the scene •.•.
Mark your answer •••
16. Is ARM EXTENSION present in this performance?
Watch the monitor •.•.
Play the scene ....
Mark your answer •..
17. Is ARM EXTENSION present in this performance?
Watch the monitor .•.•
Play the scene .•.•
Mark your answer •..
18. Is WEIGHT TRANSFER present in this performance?
Watch the monitor ....
Play the scene .••.
Mark your answer .•.
19. Is HIP/SHOULDER ROTATION present in this performance?
Watch the monitor •...
Play the scene •...
Mark your answer ...
174
20. Is ARM EXTENSION present in this performance?
Watch the monitor .•..
Play the scene •.•.
Mark your answer •.•
21. Is Side ORIENTATION present in this performance?
22.
23.
Watch the monitor •••
Play the scene •••.
Mark your answer •..
Is HIP/SHOULDER ROTATION
Watch the monitor •.••
Play the scene .•..
Mark your answer ...
Is HIP/SHOULDER ROTATION
Watch the monitor •••
Play the scene ••••
Mark your answer ••.
present in this performance?
present in this performance?
24. Is ARM Extension present in this performance?
Watch the monitor ... .
Play the scene ... .
Mark your answer .. .
175
25. Is ARM EXTENSION present in this performance?
Watch the monitor ....
Play the scene •.•.
Mark your answer ••.
26. Is SIDE ORIENTATION present in this performance?
Watch the monitor •.•.
Play the scene ... .
Mark your answer .. .
27. Is SIDE ORIENTATION present in this performance?
Watch the monitor ....
Play the scene ••.•
Mark your answer ...
28. Is ARM EXTENSION present in this performance?
Watch the monitor ...•
Play the scene ..•.
Mark your answer ...
176
STEP 16
After video sample #28 has been completed, rewind the video
tape to the first video sample.
Read the following to the subjects:
"CHECK YOUR ANSWER SHEET TO MAKE SURE ALL 14 QUESTIONS HAVE
BEEN ANSWERED."
"PUT YOUR ANSWER SHEET IN THE ENVELOPE WHEN IT COMES TO
YOU ...
"TAKE ANOTHER ANSWER SHEET WITH QUESTION #'5 29-42." "PRINT
YOUR NAME AND DATE ON THE ANSWER SHEET." Check all answer
sheets for names.
Turn the page.
177
STEP 17
Play the video samples #'s 29-42. Put the VCR in 'pause'
after each sample goes to black.
Begin testing by saying: "WATCH THE MONITOR."
Turn the page.
178
PRE-TEST ORDER (BLOCK 1)
29. Is ARM EXTENSION present in this performance?
Watch the monitor •••.
Play the scene ••••
Mark your answer ...
30. Is HIP/SHOULDER ROTATION present in this Performance?
Watch the monitor ....
Play the scene •.••
Mark your answer ..•
31. Is HIP/SHOULDER ROTATION present in this performance?
Watch the monitor ....
Play the scene .•.•
Mark your answer .••
32. Is ARM EXTENSION present in this performance?
Watch the monitor •.•.
Play the scene .•..
Mark your answer ...
33. Is WEIGHT TRANSFER present in this performance?
Watch the monitor .•..
Play the scene •...
Mark your answer ..•
179
34. Is SIDE ORIENTATION present in this performance?
Watch the monitor ...•
Play the scene ••.•
Mark your answer •.•
35. Is HIP/SHOULDER ROTATION present in this performance?
Watch the monitor ... .
Play the scene ... .
Mark your answer .. .
36. Is SIDE ORIENTATION present in this performance?
Watch the monitor .•••
Play the scene •...
Mark your answer ...
37. Is WEIGHT TRANSFER present in this performance?
Watch the monitor .•..
Play the scene •.•.
Mark your answer .••
38. Is SIDE ORIENTATION present in this performance?
Watch the monitor ....
Play the scene .•.•
Mark your answer ...
180
39. Is SIDE ORIENTATION present in this performance?
Watch the monitor ....
Play the scene ••.•
Mark your answer .•.
40. Is HIP/SHOULDER ROTATION present in this performance?
Watch the monitor ••••
Play the scene .•.•
Mark your answer ...
41. Is ARM EXTENSION present in this performance?
Watch the monitor ..•.
Play the scene .•..
Mark your answer ...
42. Is HIP/SHOULDER ROTATION present in this performance?
Watch the monitor •.•.
Play the scene ••..
Mark your answer •..
181
STEP 18
After video sample #42 has been completed, rewind the video tape to the first video sample.
Read the following to the sUbjects:
"CHECK YOUR ANSWER SHEET TO MAKE SURE ALL 14 QUESTIONS HAVE
BEEN ANSWERED."
"PUT YOUR ANSWER SHEET IN THE ENVELOPE WHEN IT COMES TO
YOU."
"TAKE A SECOND ANSWER SHEET WITH QUESTION #'S 43-56." "PRINT
YOUR NAME AND DATE ON THE ANSWER SHEET." Check all answer sheets for names.
Turn the page.
182
PRE-TEST ORDER (BLOCK 1)
43. Is WEIGHT TRANSFER Present in this performance?
Watch the monitor .•••
Play the scene ••.•
Mark your answer •••
44. Is SIDE ORIENTATION present in this performance?
Watch the monitor •...
Play the scene ... .
Mark your answer .. .
45. Is WEIGHT TRANSFER present in this performance?
Watch the monitor .•••
Play the scene •...
Mark your answer ...
46. Is SIDE ORIENTATION present in this performance?
Watch the monitor ... .
Play the scene ... .
Mark your answer •.•
47. Is ARM EXTENSION present in this performance?
Watch the monitor ... .
Play the scene ... .
Mark your answer .. .
48. Is WEIGHT TRANSFER present in this performance?
183
watch the monitor ....
Play the scene •...
Mark your answer ...
49. Is ARM EXTENSION present in this performance?
Watch the monitor ••••
Play the scene •.•.
Mark your answer •..
50. Is ARM EXTENSION present in this performance?
Watch the monitor •...
Play the scene .••.
Mark your answer •..
51. Is ARM EXTENSION present in this performance?
Watch the monitor ..•.
Play the scene ....
Mark your answer •.•
52. Is HIP/SHOULDER ROTATION present in this performance?
Watch the monitor .•..
Play the scene .•..
Mark your answer ...
53. Is WEIGHT TRANSFER present in this performance?
Watch the monitor ...•
Play the scene •...
Mark your answer ...
184
54. Is ARM EXTENSION present in this Performance?
Watch the monitor ••••
Play the scene •.•.
Mark your answer .•.
55. Is HIP/SHOULDER ROTATION present in this performance?
Watch the monitor ....
Play the scene .•..
Mark your answer •..
56. Is SIDE ORIENTATION present in this performance?
Watch the monitor ....
Play the scene ...•
Mark your answer ..•
185
STEP 19
After video sample #56 has been completed, stop the video
tape. Pass out the questionnaire.
Read the following to the subjects:
"THIS COMPLETES THE TESTING. TAKE A FEW MOMENTS TO FILL OUT
THIS QUESTIONNAIRE THEN YOU MAY TAKE A
_____ MINUTE BREAK WHILE THE TESTS ARE BEING SCORED."
"PLEASE Return TO THIS ROOM AT _____ AM / PM."
Turn the page.
186
VTIVMAS Questionnaire
Name ____________________________________ __
Please answer the following questions:
1. How would you rate this task?
Very difficult
Difficult
Average
Easy
Very easy
Date, ___ _
2. Have you had any experiences that helped you to
perform this task? If YES, briefly describe each.
Yes (example: I have coached baseball.)
____ .NO
187
3. Have you taken any courses that helped you to
perform this task? If YES, please list the name of each
course.
________ yes (example: Softball, Kinesiology, etc.)
______ ~NO
4. Please list anything you believe hindered your
performance of this task?
188
The following questions relate to each standard you
were asked to identify. you may indicate
more than one answer by placing an "X" in the
appropriate space.
5. When you were asked to identify SIDE ORIENTATION, what
partes) of the body did you watch?
Head
Trunk
Feet
Shoulders
Hips
Arms
Legs
6. When you were asked to identify WEIGHT TRANSFER, what
partes) of the body did you watch?
Head Shoulders Arms
Trunk Hips Legs
Feet
7. When you were asked to identify HIP/SHOULDER ROTATION,
what partes) of the body did you watch?
___ Head Shoulders Arms
Trunk Hips Legs
Feet
189
8. When you were asked to identify ARM EXTENSION, what
partes) of the body did you watch?
Head Shoulders Arms
Trunk Hips Legs
Feet
9. How do you rate your ability to identify the 4
qualitative standards associated with the mature
performance of the overhand throw?
Excellent Good ____ Average
Poor
Fair
10. Use this space to tell me anything you think I should
know.
190
STEP 20
Use the following answer keys to score each test. It is
recommended that you score each set separately.
For example: Use key #1 to score each test with questions
1-14. Record each score on. the master score sheet(s).
Repeat this procedure for each set of questions (15-28: 29-
42; 42-56).
Mark those questions that are incorrect. Record the total
number of correct items on the master score sheet(s).
Turn the page.
191
ANSWER SHEET KEYS
PRE-TEST
KEY 1 2 3 4
1. NO 15. NO 29. YES 43. YES
2. YES 16. NO 30. YES 44. Yes
3. NO 17. NO 31. NO 45. NO
4. NO 18. YES 32. NO 46. YES
5. YES 19. NO 33. YES 47. NO
6. YES 20. YES 34. NO 48. YES
7. YES 21. YES 35. NO 49. YES
8. YES 22. YES 36. YES 50. YES
9. YES 23. YES 37. YES 51. NO·
10.YES 24. NO 38. YES 52. YES
11.NO 25. NO 39. NO 53. NO
-I2.NO 26. NO 40. NO 54. NO
I3.YES 27. YES 41. NO 55. NO
14.YES 28. NO 42. NO 56. YES
· 192
POSTTEST
KEY 1 2 3 4
1. YES 15. NO 29. YES 43. NO ..
2. YES 16. YES 30. YES 44. YES
3. NO 17. NO 31. NO 45. NO
4. YES lB. NO 32. NO 46. YES
5. YES 19. YES 33. NO 47. NO
6. YES 20. YES 34. YES 4B. NO
7. YES 21. YES 35. YES 49. NO
B. YES 22. YES 36. YES 50. YES
9. YES 23. NO 37. YES 51. YES
10.YES 24. NO 3B. YES 52. YES
11.NO 25. NO 39. NO 53. NO
12.NO 26. NO 40. NO 54. NO
13.YES 27. NO 41. YES 55. NO
14.NO 2B. YES 42. YES 56. NO
193
Master Score Sheet
Pre-posttest
Name Set 1 Set 2 Set 3 Set 4 Total
1. I I I I I
2. I I I I I
3. I I I I I
4. I I I I I
5. I I I I I
6. I I I I I
7. I I I I I
8. I I I I I
9. I I I I I
10. I I I I I
11. I I I I I
12. I I I I I
13. I I I I I
14. I I I I I
15. I I I I I
194
STEP 21
Rank order the scores from highest to lowest. Place them in
the appropriate spaces on the Rank Order Sheet.
Circle those lines which illustrate a perfect match among
all 3 scores.
If matching does not produce more than 5 subjects per group,
randomly assign the rank ordered scores to groups.
The Rank Order Sheet lists the randomized group assignments
under each score entry.
Letter "A" means subjects are assigned to the INTERACTIVE
TRAINING GROUP.
Letter liB" means subjects are assigned to the TEACHER
TRAINING GROUP.
Letter "c" means subjects are assigned to the CONTROL GROUP.
Turn the page.
195
STEP 22
Make a list of the subjects which are assigned to each
group.
Use this list to:
1. identify the order of subjects will be called in to the
testing room following the break.
2. call roll at the beginning of each training session.
3. call roll at the beginning of the posttest session.
Indicate any subjects that fail to complete the project. If
known, briefly state the reasons.
Turn the page.
STEP 23
Call each group in separately from the break. Begin with
the VIDEOTAPED TRAINING GROUP.
Read the following to the sUbjects:
196
"YOU HAVE BEEN SELECTED AS A GROUP WHICH WILL PARTICIPATE IN
QUALITATIVE MOVEMENT ANALYSIS TRAINING."
"WE NEED TO SELECT A TIME TOMORROW WHERE ALL OF YOU CAN BE
PRESENT. A TWO HOUR BLOCK OF TIME IS NECESSARY."
write the time here:
Indicate the testing site
here: __________________________ _
"YOU ARE EXPECTED TO BE HERE TOMORROW AT ' O'CLOCK.
PLEASE REMEMBER NOT TO DISCUSS THIS PROJECT WITH OTHERS."
"I WILL ALSO REMIND YOU TO RETURN TO THIS ROOM ON
AT O'CLOCK."
Turn the page.
197
STEP 23
Call in subjects assigned to the INTERACTIVE TRAINING GROUP.
Read the following information to the subjects.
"YOU HAVE BEEN SELECTED AS A GROUP WHICH WILL PARTICIPATE IN
QUALITATIVE MOVEMENT ANALYSIS TRAINING."
"SELECT A TIME IN WHICH YOU CAN RETURN FOR THIS TRAINING. A
TWO HOUR BLOCK OF TIME WILL BE NECESSARY."
"WRITE YOUR NAME NEXT TO THE TIME YOU HAVE CHOSEN FOR YOUR
TRAINING. II
Use the group "A" schedule to record these times.
"PLEASE REMEMBER NOT TO DISCUSS THEIR PROJECT WITH OTHERS.II
198
STEP 23
Call in subjects assigned to the NO TRAINING GROUP. Read
the following information to the sUbjects:
"YOU HAVE BEEN SELECTED TO RETURN TO THIS ROOM ON
______ AT
"PLEASE REMEMBER NOT TO DISCUSS THIS PROJECT WITH OTHERS. II
Turn the page.
199
STEP 24
Administer the posttest to the subjects. Follow the same
procedures used in the pretest.
Be sure to use the posttest order (Block 1) format.
200
POSTTEST ORDER (BLOCK 1)
1. Is ARM EXTENSION present in this performance?
Watch the monitor .•.•
Play the scene •.•.
Mark your answer •.•
2. Is ARM EXTENSION present in this performance?
Watch the monitor ....
Play the scene •...
Mark your answer •.•
3. Is ARM EXTENSION present in this performance?
Watch the monitor ... .
Play the scene ... .
Mark your answer .•.
4. Is WEIGHT TRANSFER present in this performance?
Watch the monitor ... .
Play the scene ... .
201
Mark your answer ...
5. Is SIDE ORIENTATION present in this performance?
Watch the monitor .•..
Play the scene •.•.
Mark your answer .•.
6. Is WEIGHT TRANSFER present in this performance?
Watch the monitor ....
Play the scene ....
Mark your answer •..
7. Is SIDE ORIENTATION present in this performance?
Watch the monitor ....
Play the scene ....
Mark your answer .•.
8. Is SIDE ORIENTATION present in this performance?
Watch the monitor •...
202
Play the scene ... .
Mark your answer .. .
9. Is WEIGHT TRANSFER present in this performance?
Watch the monitor .•.•
Play the scene .•.•
Mark your answer .•.
10. Is SIDE ORIENTATION present in this performance?
Watch the monitor ....
Play the scene •••.
Mark your answer •..
11. Is HIP/SHOULDER ROTATION present in this performance?
Watch the monitor ... .
Play the scene ... .
Mark your answer ••.
12. Is WEIGHT TRANSFER present in this performance?
203
Watch the monitor ... .
Play the scene ... .
Mark your answer .. .
13. Is SIDE ORIENTATION present in this performance?"
Watch the monitor .•.•
Play the scene •...
Mark your answer ...
14. Is ARM EXTENSION present in this performance?
Watch the monitor ••••
Play the scene •...
Mark your answer •••
204
POSTTEST ORDER (BLOCK 1)
15. Is HIP/SHOULDER ROTATION present in this
performance?
Watch the monitor ••••
Play the scene •••.
Mark your answer ...
16. Is HIP/SHOULDER ROTATION present in this
performance?
Watch the monitor ....
Play the scene •••.
Mark your answer ...
17. Is HIP/SHOULDER ROTATION present in this
performance?
Watch the monitor .••.
Play the scene ... .
Mark your answer .. .
18. Is ~ EXTENSION present in this performance?
205
watch the monitor ... .
Play the scene ... .
Mark your answer •••
19. Is WEIGHT TRANSFER present in this performance?
Watch the monitor ...•
Play the scene ... .
Mark your answer .. .
20. Is ARM EXTENSION present in this performance?
Watch the monitor ....
Play the scene •...
Mark your answer ...
21. Is WEIGHT TRANSFER present in this performance?
Watch the monitor ..•.
Play the scene .•..
Mark your answer ••.
206
22. IS HIP/SHOULDER ROTATION present in this
performance?
Watch the monitor .•..
Play the scene •.•.
Mark your answer •.•
23. Is ARM EXTENSION present in this performance?
Watch the monitor ..•.
Play the scene .•..
Mark your answer ••.
24. Is ARM EXTENSION Present in this performance?
Watch the monitor ....
Play the scene •••.
Mark your answer ...
25. Is SIDE ORIENTATION present in this performance?
Watch the monitor ....
Play the scene .•..
207
Mark your answer .•.
26. Is SIDE ORIENTATION present in this performance?
Watch the monitor •...
Play the scene ••.•
Mark your answer .•.
27. Is ARM EXTENSION present in this performance?
Watch the monitor .•••
Play the scene ••..
Mark your answer ...
28. Is SIDE ORIENTATION present in this performance?
Watch the monitor ....
Play the scene ....
Mark your answer ...
208
POSTTEST ORDER (BLOCK 1)
29. Is WEIGHT TRANSFER present in this performance?
Watch the monitor ••.•
Play the scene •..•
Mark your answer •••
30. Is SIDE ORIENTATION present in this performance?
Watch the monitor ....
Play the scene .•.•
Mark your answer .•.
31. Is SIDE ORIENTATION present in this performance?
Watch the monitor ....
Play the scene ....
Mark your answer .•.
32. Is HIP/SHOULDER ROTATION present in this Performance?
Wa'tch the monitor ....
209
Play the scene ....
Mark your answer ..•
33. Is ARM EXTENSION present in this performance?
Watch the monitor •...
Play the scene ..••
Mark your answer •..
34. Is HIP/SHOULDER ROTATION present in this
performance?
Watch the monitor ..•.
Play the scene •...
Mark your answer .•.
35. Is ARM EXTENSION present in this performance?
Watch the monitor •...
Play the scene •.•.
Mark your answer ...
36. Is ARM EXTENSION present in this performance?
210
watch the monitor ....
Play the scene ....
Mark your answer •..
37. Is SIDE ORIENTATION present in this performance?
watch the monitor •...
Play the scene •.••
Mark your answer ••.
38. Is WEIGHT TRANSFER present in this performance?
watch the monitor ••..
Play the scene •.•.
Mark your answer ...
39. Is ARM EXTENSION present in this performance?
watch the monitor ..•.
Play the scene •.•.
Mark your answer ...
211
40. Is ARM EXTENSION present in this performance?
watch the monitor ..••
Play the scene ••.•
Mark your answer ...
41. Is WEIGHT TRANSFER present in this performance?
watch the monitor •...
Play the scene ...•
Mark your answer •..
42. Is WEIGHT TRANSFER present in this performance?
Watch the monitor .••.
Play the scene ..•.
Mark your answer .••
212
POSTTEST ORDER (BLOCK 1)
43. Is SIDE ORIENTATION present in this performance?
Watch the monitor ••..
Play the scene •.••
Mark your answer •••
44. Is WEIGHT TRANSFER present in this performance?
Watch the monitor ..•.
Play the scene ..•.
Mark your answer ...
45. Is WEIGHT TRANSFER present in this performance?
Watch the monitor ... .
Play the scene ... .
Mark your answer •..
46. Is SIDE ORIENTATION present in this Performance?
Watch the monitor ..••
Play the scene ••..
Mark your answer ••.
47. Is HIP/SHOULDER Rotation present in this performance?
Watch the monitor ....
213
Play the scene ....
Mark your answer ...
48. Is SIDE ORIENTATION present in this performance?
watch the monitor ..•.
Play the scene •...
Mark your answer ...
49. Is HIP/SHOULDER ROTATION present in this performance?
Watch the monitor ...•
Play the scene ....
Mark your answer •.•
50. Is WEIGHT TRANSFER present in this performance?
Watch the monitor .•.•
Play the scene ....
Mark your answer •••
214
51. Is HIP/SHOULDER ROTATION present in this Performance?
Watch the monitor ....
Play the scene .•••
Mark your answer .••
52. Is HIP/SHOULDER ROTATION Present in this performance?
Watch the monitor ....
Play the scene.~ ..
Mark your answer •.•
53. Is WEIGHT TRANSFER present in this performance?
Watch the monitor .•.•
Play the scene .•..
Mark your answer ...
54. Is HIP/SHOULDER ROTATION present in this performance?
Watch the monitor ....
215
Play the scene ....
Mark your answer ...
55. Is HIP/SHOULDER ROTATION present in this
performance?
watch the monitor •...
Play the scene ....
Mark your answer •.•
56. Is HIP/SHOULDER ROTATION present in this
performance?
watch the monitor ...•
Play the scene •••.
Mark your answer ...
216
Appendix H: Test Booklet
Name
Sex: Male
status: Please check one.
__ Freshman
__ Sophomore
__ Junior
__ Senior
__ Graduate
Major: Please check one.
___ Physical Education
217
VTIVMAS
Date
Female
___ other __________________________________ __
WAIT. DO NOT TURN THE PAGE UNTIL INSTRUCTED TO DO SO.
218
THANK YOU FOR PARTICIPATING IN THIS PROJECT !
You may obtain the results of this test at the conclusion of the project by completing the information listed below.
Name
Mailing Address
219
PLEASE READ ALONG AS I READ ALOUD.
The following test is being administered to see if you can
identify 4 qualitative standards associated with the mature performance of the overhand throw.
A qualitative standard refers to elements related to
biomechanically correct technique.
First, you will be told which standard you are to identify. This will be in the form of a question. For example:
Ills present in this performance?" The name of the
standard will be inserted in the blank.
The question will be followed by a video sample of the
overhand throw.
Each sample will be shown consecutively 3 times and will
last approximately 20 seconds. It is recommended that you
direct your attention to the monitor prior to each sample.
you will be reminded of this throughout the test.
Next, you will mark you answer sheet by blackening the
corresponding circle under the headings: YES or NO
YES means the standard was present.
NO means the standard was not present.
WAIT. DO NOT TURN THE PAGE UNTIL INSTRUCTED TO DO SO.
220
LETS TRY A PRACTICE QUESTION.
You will be shown a sample of the skill striking. The
standard you are to identify is HAND DOMINANCE
watch the monitor.
Is HAND DOMINANCE present in this performance?
Mark your answer.
Remember to mark YES if you think this standard was
performed correctly and NO if performed incorrectly.
YES NO
o 0
WAIT. DO NOT TURN THE PAGE UNTIL INSTRUCTED TO DO SO.
221
PLEASE CHECK TO MAKE SURE YOUR NAME IS ON THE ANSWER SHEET.
ASK ANY QUESTIONS BEFORE THE TEST BEGINS.
I will remind you not to talk during this test and please
use your test booklet to cover your answer sheet during the
test. Once the test has begun, you may not ask any
questions.
Now you will be shown the standards you are to identify.
This will appear on your screen for approximately 25
seconds. DO NOT RECORD THESE STANDARDS IN ANY MANNER.
YOU MAY CLOSE YOUR TEST BOOKLET AND DIRECT YOUR ATTENTION TO
THE MONITOR.
222
vita
Kathy S. Eddleman was born on September 26, 1956 in
Concord, North Carolina. She attended public school in
Portsmouth, Virginia where she graduated from Manor High
School in 1974. She attended Radford College and received a
B.S. in Health and Physical Education in 1978. She taught
physical education in Danville, Virginia elementary and
middle schools until 1984. She is currently a graduate
teaching assistant at Virginia Polytechnic Institute and
State University.
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